About Aamna
Aamna is 3 years old. Her home language is Bengali, but she has a good understanding of English and can communicate her needs and wants clearly.
Aamna was born prematurely and is physically small for her age. She was a late walker, and her physical development is slightly delayed. She experiences some balance and coordination difficulties, which sometimes result in trips and falls.
Aamna enjoys sharing books with adults, playing imaginatively with dolls, and popping bubbles outdoors. She is very friendly and enjoys playing with other children.
Popping bubbles, running, jumping and counting
One afternoon I noticed Aamna having fun with bubbles in the garden. An educator was blowing bubbles for Aamna and her friends to pop. Aamna was running, jumping and stretching as she did this. She tried to pop the bubbles before her friends got to them!
I wanted to join Aamna in her play and use the opportunity to focus on her one-to-one counting.
My interactions with Aamna were guided by:
- my knowledge of Aamna
- her physical developmental stage
- her mathematical awareness of numbers, positioning and sizes
the evidence-based ShREC approach. I highlight the 4 strategies as I use them: Share attention, Respond, Expand and Conversation.
Our interactions
I go over and show Aamna that I’m interested in what she’s doing. I share attention (Sh) with Aamna by saying her name and pointing at the bubble. She looks over and smiles, so I take this as a cue that she’s happy for me to join in.
Tatiana: Look up there Aamna, I can see a bubble!
Aamna: Bubble!
Tatiana: You popped a bubble. I can see 2 bubbles. Let’s pop them!
Here I use the expand strategy (E) to develop her counting. I count one by one as I pop 2 bubbles. I then show her 2 fingers, counting them one by one. I want Aamna to connect the quantity with the number name.
Aamna pops 2 bubbles.
Aamna: 2 - pop, pop!
Tatiana: You popped 2 bubbles. Do you want to pop one more now - 3 bubbles: 1, 2, 3 bubbles?
Again, I show her three fingers counting them one by one. As she pops 3 bubbles, I count them.
Aamna: 3 bubbles
Tatiana: You popped 3 bubbles. Let’s try to pop one more 1,2,3 …
I pause and wait, holding up my 4th finger ….
Aamna: 4!
Tatiana: Yes, 4 bubbles next. Go and pop 4 bubbles!
Aamna skips over and pops 4 bubbles. I count as she pops them one by one and she joins in.
Tatiana: Great. You popped 4 bubbles!
I show her 4 fingers as I speak and then count them one by one to reinforce the number name with the quantity.
Aamna: Popped 4 bubbles.
Aamna looked joyous and skipped off chasing more bubbles.
As you can see, Aamna and I had a back-and-forth conversation (C), the final strategy of ShREC.
Maths through everyday physical play
In her blog, Fliss James states:
‘Research indicates that early mathematical development is important for children’s future learning and achievement. In their play, young children spontaneously explore mathematical ideas, but without the sensitive and intentional action of familiar adults, these ideas do not develop.’ Research school network (2023)
As you can see, I didn’t plan a maths activity but recognised the maths in Aamna’s play. I was able to support Aamna’s mathematical thinking and understanding in a fun and active way.
The EEF’s guide to Integrating maths into everyday routines, on the Early Years Hub, emphasises the importance of highlighting the maths that occurs in children’s play. A key aspect of young children’s play is active movement.
Movement play can help children to develop their thinking, increasing their capacity to focus their attention and building executive functions like problem-solving. As long ago as 1949, educationalist Maria Montessori points out:
‘The child learns through movement. The mind and the movement are part of the same entity.’ (The Absorbent Mind 1949)
Other examples of movement-based opportunities to build mathematical understanding are:
- counting jumps, claps, or hops as children move
- using positional language like under, over, next to while children climb and balance on beams
dancing to introduce patterns and sequences.
Finally …
Teaching early maths through movement or physical play starts with noticing the maths that’s already there.
Aamna reaches out for the bubble and pops it. She smiles and I smile back in response (R).
The more we practise this, the easier it becomes: maths is all around us!
Questions for reflection
- Do you tend to separate ‘maths time’ from play? What benefits can you see in not doing this?
- Can you think of one small change that would encourage more active play?
Want to know more?
EEF Blog (2022) Developmental Progressions in Early Maths
EEF Early Years Hub: How children learn maths
EEF Early Years Hub: Integrating maths into everyday routines