“Zara! Look at my tower!
Ibrahim called excitedly from the block area. He was carefully balancing another wooden block on top of his growing structure. His tower wobbled slightly as he tried adding a further block.
Zara: Wow Ibrahim, that’s a very tall tower. I wonder how many blocks you used to build it?
Ibrahim leaned forward and began touching each block. He was counting silently as he pointed at each block, looking carefully at me.
Ibrahim: One… two… three…
He stopped counting. The pause allowed me to step in and continue our back-and-forth interactions.
Zara: Maybe we can count together?
Ibrahim grabbed my finger to do this together.
Ibrahim: One… two… three… four.
Zara: You used four blocks to make your tall tower.
Ibrahim noticed two block pieces on the carpet:
Ibrahim: Two blocks!
Zara: That’s right. You saw the two blocks and knew there were two. You didn’t even have to count them. Good subitising Ibrahim. High five!
Ibrahim: More building now?
Zara: Yes, let’s build your tower even taller. We have to carefully add some more blocks on top.
Ibrahim: “Now it’s even taller!”
The tower wobbled again but stayed standing. Ibrahim laughed and looked pleased with his construction.
Zara: Shall we count again and see how many blocks there are now?
Ibrahim, now feeling more confident decided to do this independently. Pointing to each block, he counted out loud.
Ibrahim: One, two, three, four, five… six!
Zara: Great job Ibrahim. I like the way you counted all by yourself. Your tower is nearly finished.
Ibrahim smiled proudly and continued building, experimenting with where to place the next block to make sure his tower didn’t topple over.
About my interactions
This conversation with Ibrahim shows how mathematical learning can take place through everyday play in a nursery environment. I didn’t plan a mathematical activity but simply joined Ibrahim in his play, and we talked mathematically!
As Ibrahim was building his tower, our conversation supported his understanding of number, counting and quantity. I tuned into Ibrahim and his activity, using the moment to extend his mathematical thinking through conversation and modelling.
At the beginning of our interactions, Ibrahim attempted to count the blocks independently but stopped - he wasn’t ready or confident enough yet. As his key person, I am aware that Ibrahim is in the early stages of number awareness, and not yet confident with counting sequences. So, in response, I scaffolded his learning by suggesting that we count together. In doing this I supported Ibrahim by linking number words to the items he was counting: I pointed to each block as he counted out loud. This promoted back and forth interactions all about number.
During our interactions, Ibrahim demonstrated he could subitise, recognising that there were two blocks without needing to count them. I acknowledged this by attaching the word subitising to the concept.
“Subitising is the ability to quickly recognise and say the number of things in a group without counting.” (James, 2022, p.91)
Ibrahim became more confident and chose to count the blocks again independently. This time he was able to count up to six blocks without my guidance. This shows how careful intervention and shared interaction can help children build confidence and extend their learning.
According to the Department for Education (2025):
‘Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs.’
The block area provided a meaningful base for Ibrahim to explore the mathematical ideas of counting and quantity.
Evidence from the Education Endowment Foundation highlights the importance of high-quality adult–child interactions in early years learning:
‘High quality interactions with children are crucial for supporting early learning’
By asking questions, modelling counting and acknowledging Ibrahim’s ideas, the interaction became an example of sustained shared thinking, where the adult and child work together to explore a concept.
My encounter with Ibrahim demonstrates the important role educators have in recognising mathematical learning opportunities within everyday play. We must utilise these to support children’s understanding of early mathematics.
Questions for Reflection
- How often do you use everyday play experiences in nursery to introduce mathematical language?
- How do you support sustained shared thinking during a maths activity?
Want to know more?
Department for Education (2025) Statutory framework for the Early Years Foundation Stage.
Education Endowment Foundation: Early Mathematics: Approaches and practices to supporting mathematics in the early years.
James, F. (2026) in Vollans, C. and Grenier, J. (eds.) Putting the EYFS Curriculum into Practice. 2e. London: SAGE Publications.