A Case Study written by Sarah Jenkinson-Evans, Nursery Class Teacher and Outdoor Learning Co-ordinator at Weoley Castle Nursery School & Pre-School in Birmingham.
Counting Collections is a four-part routine that helps children develop number sense and skills through hands-on activities.
This case study focuses on a child, Evie, aged 4 years 5 months, attending a nursery setting in Birmingham. Evie is a quiet child who benefited from secure relationships with key adults.
During greeting time, Evie had shown difficulty in number sequencing (stable order principle) and accurate counting.
Reflecting on whole-staff training and utilising the Counting Collections learning trajectories, staff examined previous stages in typical mathematical development to identify potential gaps in understanding.
To support Evie’s ability to recite numbers in order and support accurate counting skills (stable order principle and 1-1 correspondence), a Counting Collections intervention was delivered.
This case study highlights the value of integrating mark making (recording) into early counting routines; it is as important for mathematical learning as it is for literacy.
For children like Evie, who are developing an understanding of the cardinal principle, the act of recording through marks provides a bridge between concrete experiences and abstract number concepts.
Download the full case study below.