“Here’s a circle!” calls out two-year-old Eleanor.

“My mom calls that a cylinder, and it goes over here,” says four-year-old Nadia.

“A silly-der?” Eleanor is puzzled.

The room erupts in laughter as Nadia gently corrects her: “No, Eleanor, it’s a cylinder.”

Eleanor gamely gives it another try. “Oh, a silly-her?” she asks with a giggle, happy to be the center of attention.

This playful exchange continues, with Eleanor determined to say “cylinder” correctly, much to the hilarity of her friends.

Finally, she nails it: “Your mom calls this a cylinder!” Applause and dancing follow in a lighthearted celebration of Eleanor’s success.

In this vibrant block center gathering, we have all of the ingredients for deep learning. Movement, physical touch, mentoring, and experimentation are all at play.

When mistakes happen, they’re met with laughter rather than frustration and friends are always ready and willing to lend a hand.

This rich environment fosters conversation, cooperation, and problem-solving as the children engage in hands-on learning while meeting important educational standards. 

It’s nearing lunchtime, and the children in the block area have somehow caught a case of “pick up” fever.

This is rare, as many of you know. We usually have one older child who assumes the role of “organizer.” This is the child who likes to put the unit blocks in a specific place and in a specific order, while the younger children struggle just to find room on any available surface.

So when I see the blocks being organized on the shelves by attributes, I stop to observe the collaboration and child-led learning that is unfolding in front of my eyes.

“The long blocks go here,” Nadia instructs her younger friends. “If you have two shorter blocks, you can make a long block. See?”

“We can put two triangles together to make a square and stack them here,” Sasha chimes in.

The excitement in the block area is contagious as the children collaborate, explore, and learn together.

As I observe Saaliha, I can almost see the wheels turning in her mind. She carefully experiments with the blocks, turning them this way and that, determined to find the right fit. It’s deep thinking at its finest. When she sees a friend successfully place a block, she mimics her friend’s technique and—success! There’s no grand celebration, just a quiet determination to find another matching block to solidify her learning.

This is where the magic of hands-on learning happens. Saaliha’s brain might not have grasped these concepts on paper, but the tactile experience of handling blocks and using vocabulary in context has helped her put the pieces of the puzzle together.

As educators, we need to focus on making learning real. The Early Learning Standard is met, but more importantly, Saaliha is developing critical cognitive skills in a way that feels natural and engaging.

These vibrant moments of play offer invaluable opportunities for observation. During these times, we can step back and truly witness the learning that is happening in front of us. 

The block center is often the epicenter of these play buzz moments. Blocks are universally appealing and developmentally appropriate for young children, making them an essential resource in any early childhood setting.

If your program doesn’t have a dedicated block area, consider advocating for one. A well-designed block center can enrich the life of every child and help foster the development of a wide variety of skills.

If you already have a block area, try to carve out longer periods of time for uninterrupted play. Get down on the floor, observe the learning, and check off the early learning standards that the children are meeting. You’ll see so much happening in that corner of your early childhood center, from math and science to geography and art!

The block center is more than just a space for play: It’s a rich environment for building cognitive, social, and emotional skills.

Through block play, children learn about shapes, sizes, and spatial relationships—all while practicing essential communication and cooperation skills.

Let’s embrace these moments of discovery and learning. By fostering a playful atmosphere, you are not only meeting educational standards but also fostering a lifelong love of learning.

So, let’s dive into the block corner and watch our young learners thrive!

Last month, the City of Chicago and educators around the globe celebrated Ella Jenkins’s 100 birthday. If you grew up listening to borrowed albums, tapes, or CDs from your local library, I guarantee that Ella Jenkins has touched your life. If you’ve been to a state or national early learning conference, there is a good chance that  Ella Jenkins was the keynote speaker!

Click on the image below to hear “Sweet Ella Jenkins,” an original song celebrating the 100th birthday of “The First Lady of Children’s Music.” Written and performed by songwriter and preschool teacher Greg Gardner (aka Mr. Greg), with musical accompaniment by Ben Sigelman and harmonizing vocals by the Chapin sisters, “Sweet Ella Jenkins” contains lines from Jenkins’ classic songs. This catchy new song is a heartfelt and engaging tribute to the woman who taught us all to “sing a song together.”

Here are just a few of the song’s lyrics:

“You sing the song, we sing it right back,

A call and response with a rhythmic clap,

Our voices all blend, and our toes start to tap.

Tap to the tune of Miss Mary Mack,

And we all sing along, yes, we all sing along,

With the first lady of children’s folk songs.”

If I have learned one thing from listening to Ella Jenkins, it is the effectiveness of call-and-response singing and chanting. Jenkins is a master at call-and-response singing and uses it often in her music. She recognizes that the interactive nature of call and response helps maintain the attention and focus of children by inviting them to respond to the leader’s prompts. Call and response breaks up the monotony of passive listening and keeps children actively involved in the learning process.

Click on the image below to hear songs from Ella Jenkins’ first album. Released in 1957, it features simple call-and-response chants from the U.S. and Africa, adapted for young children. The album launched Jenkins’ long and successful career as one of Smithsonian Folkways Recording’s most beloved artists.

Call-and-response songs help children develop self-regulation skills by requiring them to pay attention and take turns. Songs like “Miss Mary Mack” and “Did You Feed My Cow” foster cooperation and group processes.

The repetition and rhythm in these songs make it easy for very young children to remember the sequence of patterns. As they learn to anticipate these patterns and the sequences of events or objects, children build early math skills.

Educators worldwide have seen the emotional and social connections that form when we use call and response in our classrooms. The responsive nature of this activity creates a sense of community, fosters a positive learning environment, and makes learning more enjoyable while creating trust and friendship.

Call and response fosters social interaction and collaboration. It encourages children to work together and take turns, which helps them develop social skills. Repeating phrases or information through call and response can enhance memory and recall.

Click on the image below to hear Jenkins’ infectious song, “Get Moving.”

Music holds a powerful place in the human brain—and singing utilizes the brain’s language and music areas. When children actively listen to music, multiple brain areas light up! 

Music and movement are powerful tools that we can use daily to reinforce math concepts, and the more senses that children employ as they participate in this activity, the more they learn. A five-year study conducted by researchers at the University of Southern California’s Brain and Creativity Institute found that using music in early childhood accelerates brain and language development, speech perception, and reading skills.

I remember the Jenkins song, “Counting Games and Rhythms for the Little Ones,” from my own kindergarten days. Jenkins’ songs are great teaching tools for those of us who are fostering early math skills such as counting, patterns, rhythm, and basic arithmetic in early learners. Math, set to music, leads to a deeper grasp of numerical concepts.

Click on the image below to hear it!

My favorite kindergarten game was singing along with Jenkins as she taught us “Johnny Had One Friend.” We skipped around and grabbed the hand of a friend as she reinforced our counting skills with “Johnny Has Two Friends.” We stood on the carpet and recited “One, Two, Buckle My Shoe.” We practiced our fine motor skills by repeating “Two Little Black Birds.” When you can remember anything from kindergarten, you know it was a powerful moment!

“Wake up, little sparrow, come join the choir,

Sing a song for a lady we all admire, 

Her heart’s been beating for a full century, 

And these songs will live on for eternity.

Let’s raise a glass to a woman with class

And sing with sweet Ella Jenkins.”

Join us in celebrating the gift of Ella and her music! Play it loud, sing it louder, and let’s all sing a round of Miss Mary Mack!

Happy 100th birthday, Ella Jenkins, from all of us here at Early Math Counts and countless early childhood educators around the globe. Thank you for all that you have taught us over the years. We are forever grateful!

“Good night, Gorilla,” says four-year-old “zookeeper” Emma as she pats her friend, Ana, on the head.

Emma pretends not to notice as Ana—playing the role of the gorilla in this reenactment of the beloved children’s book, Goodnight, Gorilla—removes a colorful set of keys from Emma’s pocket to unlock her pretend cage. (These toy keys recently purchased for the classroom helped bring this pretend-play scenario to life!)

“Good night, Elephant,” says Emma, patting another child on the head as “Gorilla Ana” unlocks Elephant’s pretend cage.

Emma moves on to the next pretend cage: “Good night, Lion,” she says, continuing to act out the book’s storyline (which we have all heard more times than we can count).

Good Night, Gorilla is a childhood classic about bedtime at the zoo, when a mischievous gorilla steals the keys to the animals’ cages from the very sleepy zookeeper.

By popular demand, Goodnight Gorilla has become a permanent fixture in our classroom library. Only 34 pages long, with just 10 words, Good Night, Gorilla is, without a doubt, the most requested read-aloud story at our preschool. 

Every time we revisit this charming tale, the children discover something new, which prompts a new set of questions and a new wave of learning. This book may be short on words, but it’s full of hidden surprises!

Best of all, it’s filled with so many early math concepts that every reading turns into a joyful early math adventure. Goodnight gorilla, hello math!  

Have you ever noticed that the key used by Gorilla to unlock each cage is the same color as the cage? This color-matching exercise helps foster a foundational understanding of matching and attributes.

Not only is each animal’s cage a different color, but the tiles beneath each cage have different colors and patterns. I encourage the children to focus on these variations to introduce them to the concept of patterns and repetition.

As the children acquaint themselves with these early math concepts, they are also sharpening their observational skills. While studying each illustration, they discover that the cages are stocked with different toys and food items.

Gorilla’s cage, for example, is outfitted with a bike and a tire swing. The mischievous primate’s best friend, Mouse, is nibbling on a string attached to a balloon. A closer inspection reveals a Curious George storybook and an enormous bunch of bananas hanging overhead.

Elephant’s cage contains a Babar the Elephant soft toy, a blue ball decorated with orange elephants, and plenty of peanuts littering the cage floor and spilling out onto the pavement.

But why does Armadillo’s cage contain an Ernie soft toy? One child suggests that it might be because Armadillo and Ernie both have stripes, which makes sense to the rest of us!

As Gorilla makes his getaway, Mouse, the banana, and the balloon follow along. This gives the children plenty of opportunities to spot them on each page and make observations about objects in the cage, behind the zookeeper, and above the houses.

This activity helps the children develop their spatial reasoning skills, which are linked to future achievement in STEAM disciplines such as science, technology, engineering, art, and math. 

Goodnight Gorilla also unfolds in a specific sequence. When the children begin to understand this order—how the gorilla steals the keys, unlocks each cage, and follows the zookeeper home in the order that the animals are released—they become acquainted with sequencing, a foundational skill they will later use for math and reading.

There are also many opportunities for the children to count the animals and learn about ordinal numbers, which indicate each animal’s position in a series, such as first, second, third, or fourth.

By reinforcing the fact that the final number in the counting sequence also represents the total number of animals, you can introduce early learners to concepts such as cardinality and one-to-one correspondence.

To practice subtraction, note that Gorilla leaves a key in the lock each time he unlocks a cage door, which leaves one less key on the ring.

You can also help build the children’s positional and spatial vocabulary as they follow the balloon on the string, which appears on nearly every page. Watch that balloon get smaller and smaller as it moves up into the night sky—until it is just a pink speck next to the moon.

That’s a lot of joyful math learning!

But there’s so much more to explore. Ask the following questions to help the children focus on other details:

• Point to the houses and ask: “Do the houses in the neighborhood seem surprised as the animals walk back and forth to and from the zoo?“
• Direct the children’s attention to the people watching from the house windows and ask: “Have you noticed that the number of people watching from the windows changes? Do you think this a nightly occurrence?“
• Point out the speech bubbles in the black-as-night bedroom scene and ask: “Do the speech bubbles match the sizes and locations of the hiding animals?“
• As the children’s powers of observation grow, ask harder questions, such as:
  • Can you find the zookeeper’s broken belt loop?
  • Do you see the banana-shaped moon on the cover?
  • Do the times on the bedroom clock change as the night wears on?”

Don’t forget to remind the children to keep an eye out for Mouse and his banana; they appear on almost every page.

On the final page, Gorilla and Mouse are snoozing in the zookeeper’s bed after enjoying a late-night snack.

Ask: “Who ate the banana? Gorilla? Mouse?“

My gang is convinced that they shared it!

“Hey! Let’s play Olympics! ” shouts four-year-old Carl. “We can have a relay race and use a paper towel tube for the relay baton. Who wants to play?”

“Let’s do the long jump!” calls out Celia, who is already jumping up and down with excitement.

A week of watching the Paris Olympic Summer Games at home with their parents has transformed these early learners into Olympic hopefuls!

This Olympics fever has set our play and learning in motion for the week. It’s a great opportunity to get outdoors and get those little bodies moving while we factor in some early math.

I grab a stopwatch and a tape measure to help my early Olympians build their early math foundations.

“Can you time me and see how long I can hang on these rings?” asks Maya.

By incorporating a stopwatch into our Early Math Olympics, I’m giving the children an opportunity to build their number recognition skills by identifying and reading the numbers on the stopwatch display. 

Introducing children to a stopwatch early on can also help them grasp the concept of time in a practical way. By watching the stopwatch record seconds and minutes, kids gain a rudimentary understanding of the passage of time. It’s a hands-on way for them to learn how to measure time and how activities fit into different timeframes.

“Watch how far I can jump and then tell me what number it is!” shouts Caleb.

Our Olympic long jump event encourages the children to develop physical skills such as coordination and strength as they learn about early math concepts such as measurement, counting, comparing, and estimating distances.

We estimate how far the children think they can jump and then record each child’s long jump with the measuring tape. Afterward, we compare the difference between their predictions and the actual results. 

We use a frisbee as a discus and a softball for the shot put. You can measure everything from a long jump to the distance a child can spit a watermelon seed in a seed-spitting contest!  The beauty of these Early Math Olympics is that we get to create our own variations on the actual Olympic games as the day progresses.

Our favorite event of the day is the steeplechase, which combines distance running with several obstacles. An obstacle course may look like play, but it’s chock full of learning opportunities. We created a series of simple obstacles, such as crawling under picnic tables, jumping over cones, and balancing on a beam.

Obstacle courses are a great way for children to develop their spatial skills as they expand their spatial vocabulary.

Set up an obstacle course and listen in as the children naturally use spatial vocabulary words such as above, around, below, beside, between, over, and through.

Obstacle courses also teach children about sequencing, memory, and following directions.

Best of all, kids LOVE them!

As you design your obstacle course, include the following elements to make it both fun and challenging:

• Something to climb over: We climb over the picnic table or up the slide.
• Something to weave around and between: We often use cones or buckets, two-liter plastic bottles filled with water, or landmarks such as trees, bushes and gardens.
• Something to crawl through or under: We use tunnels, parachutes, boxes, etc.
• Something to walk or balance on with care, such as a curved rope, river rocks or tree stumps.
• Something to run toward, such as a fence, a tree, or a door at the beginning or end of the course.

It’s likely that one competitive child in your group will want to make a chart, add columns and times, and keep score. Fortunately, that will satisfy the “Recognizes and Organizes Data and Information” early learning standard for that child. If the scorekeeping catches on with the group, be sure to have a laptop on hand to check off all of those standards!

If your early learners catch Olympic fever this month, sneak in the math, check off those early learning standards, and enjoy the fun!

“I’ll carry the biggest container,” volunteers four-year-old Matthew as the younger children fall in behind him.

Picking strawberries during the first week of summer break is an annual tradition in our early childhood program. What better way to learn about counting, measuring and estimating than to get out in the fresh air and sunshine and enjoy hands-on activities that engage all of the senses—from seeing and hearing to touching, tasting and smelling?

I am fairly certain that we are eating as many strawberries as we pick! But that makes this math-packed adventure even better because children learn best through their senses.

The friendly folks at our local U-pick farm assign us a numbered row to pick from, which gives us yet another way to factor math into our strawberry-picking adventure: number recognition!

“We are in Row 66 today,” I call out to the children as they march behind me, wearing their strawberry boxes as hats.

As we walk past each row, Matthew begins to count, “1 . . . 2 . . . 3 . . .”

“I can do it!” blurts out three-year-old Owen. He races to the front of the line, positions himself at Matthew’s side, and picks up where his older friend left off:  “4 . . .  5 . . . 6 . . .”

Matthew gently takes over the counting when Owen reaches the limits of his number knowledge at the 13th row. But as Matthew counts out the double-digit numbers, I can hear Owen echoing him, which is a great way for Owen and his younger peers to practice their counting skills. 

“Row 66!” Owen stops abruptly and swivels his head from left to right as he surveys the row dotted with bright red strawberries just waiting to be picked. “There must be millions,” he observes in awe.

Maybe not millions, but this is a great opportunity to introduce concepts such as quantity and estimating. In fact, one of the best places to strengthen math skills is in the garden.

“Kindergarten” is a German word that literally means “children’s garden,” which covers Froebel’s concept of “a place for children,” as well as his beliefs regarding childhood growth, development and learning (Elkind, 2015).

Teaching math in a garden comes naturally as children count, sort, find patterns, and organize by size, color or other attributes.

“Look at how big this strawberry is!” Owen exclaims excitedly. “I bet it’s the biggest one we find all day!”

What starts out as a competition to find the largest strawberry is soon replaced by relaxed camaraderie as the children bite into the sun-warmed fruit and the juice stains their lips, chins and fingers bright red.

“Close your eyes and open your hands,” Asa tells Harper as she plops a strawberry into each of Harper’s outstretched palms. “Now tell me which strawberry weighs more.”

Harper obliges. “Definitely this one!” he answers, holding up his left palm and opening his eyes. “But that’s weird because the heavier strawberry is smaller . . .” 

“I know! I thought that was weird, too!” Asa replies.

Hands-on activities with everyday objects help children learn about measurement. Moments like these also offer real-world opportunities for them to discuss math concepts such as size, weight and capacity.

Children need to talk about mathematical concepts and share their theories with one another and their teachers.

“I wonder which basket will weigh more?” I ask Joseph. “Your basket with eight big strawberries or Vera’s basket with 14 little strawberries?”

“Vera’s! She has 14!” shouts Joseph. We decide to weigh them after we’re done picking to see if his guess is correct.  

“I found a double strawberry; I bet it weighs the most!” announces Gabriel with a mischievous grin.

“That’s not FAIR!” the gang whines in unison.

Gabriel laughs. “It’s really cool. I’m taking this one home to show my mom and dad, so please don’t eat it!”

We finish filling our baskets and make our way to the checkout to see how many pounds we’ve picked this year. The sun is getting warmer and our legs are getting weaker. It’s time to rehydrate with some cold water and refuel with a protein-packed lunch.

We’ve picked 13.2 pounds of strawberries! The eight big strawberries in Joseph’s basket did weigh more than the 14 small strawberries in Vera’s basket—but only by two ounces.

No one seems to care. The sun and the heat have sapped us of the energy and enthusiasm we need to discuss size and weight at greater length, but there will be other chances when we return to the classroom.

Although some of these concepts may be a bit too advanced for some of the younger learners in the group, we have planted the seeds for future academic success during a day of fun in the strawberry fields.

Later, back in the classroom, we set up a farmer’s market and invite the parents to purchase baskets of strawberries from their children, who serve as cashiers.

In the days ahead, there will be lots of strawberry snacks, jam-making and strawberry smoothies—along with more opportunities to learn and share early math concepts. 

Sink your teeth into some juicy math this summer. Whether you make it to your local farm, the farmer’s market in your community, or simply introduce fruits and vegetables into your early learning program, there’s plenty of math packed into that yummy summer produce!

Five-year-old Amelia—our budding cartographer—has captured the attention of every child in the room as she shares her latest map drawing: “You walk out of my front door and turn right. Then you go this way and you are at my swings and slide. If you walk out of my front door, turn left and walk past my wagon, you will be at my gardens, the fire pit and the wood pile!”

We have been reading some really great books about maps recently, which have inspired a lot of creative thinking and map drawings.

When children create and play with maps, they’re learning math without even realizing it. Using maps helps children learn about distance and concepts like near, far and next to. Children begin to figure out how objects relate to other objects, such as where they are in space and how far apart they are. Later, the children will use numbers to measure distances and angles. But, for now, they’re just starting to understand these concepts.

Preschool children, in particular, are very curious about how things are positioned and where they are in relation to each other. Whether they’re building with blocks, modeling with clay, or setting the table in the play kitchen, they are exploring space.

The more often early learners play with maps, the better they’ll understand space when it’s time to learn about geometry. Reading physical maps may be a lost art, but it’s a fun and important skill to tackle nonetheless.

Our brains can reason, create, analyze, and process information all day long. They also enable us to move around in our environment with an innate sense of direction. This skill is called spatial orientation, and it’s like having an internal GPS system in our brains.

Spatial orientation helps us understand our relationship to the world we live in as it helps us navigate through space.

Children are natural explorers. They come into the world ready to experiment, investigate, and learn through play. As they engage in this process of exploration and discovery, they not only change the structure of their brains but strengthen the skills they need to be engaged, flexible learners throughout their lives.

“I made the path that Sam follows,” shares three-year-old Michaela. “Remember how Sam does all those curves?”

Sam is a cat in Joyce Hesselberth’s delightful book Mapping Sam, which follows the path of a cat as he travels through his neighborhood. There’s a lot going on in Michaela’s map, but it all makes perfect sense when she explains it to her friends. Michaela’s drawing skills are still developing, but her spatial reasoning as she shows us the path is remarkable. 

Some of our favorite mapping books are also wordless. Museum Trip by Barbara Lehman is a wonderful picture book about maps and mazes. I love books without words because they slow us all down to concentrate on the pictures rather than language—and we all see things a bit differently. It is interesting to see how books without words seem to level the playing field. Regardless of our age or reading ability, we are all equal.

Try introducing young children to simple maps of familiar places such as their classroom or playground. Talk about where objects are located on the map and how they’re connected. This will help the children understand the concepts of distance and direction.

As the children become more proficient at mapping, you can make your map activities more challenging. For example, you might create treasure maps together and hide a toy somewhere in the classroom or outdoor playground. The children can use their emerging navigational skills to follow the map and find the treasure!

Research shows that children who have a deep understanding of spatial relationships are more likely to succeed in STEM fields. So keep encouraging them to explore and play with spatial concepts—it’s helping them build important math skills!

For more real-life applications, whenever you are traveling along a familiar route, narrate the directions out loud. For example, in the car, you can say: “At this corner with the fire hydrant, we turn right! At the next stop sign, we turn left and we will see the grocery store.”

I often narrate directions when the children in our program walk to the local park (see photo above): “Climb the stairs and then turn right and follow the sidewalk past the mailbox to the park.”

Wishing you many happy early “map” adventures!

“Hey, that’s cool. I like your guy!” says four-year-old Jaheem, peering over Michelea’s shoulder as she plays with her pattern blocks.

“It’s not a guy; it’s a flower!” Michelea replies, tilting her head to try to see the “guy” that Jaheem is referring to.

“That’s the stem and the leaves,” she explains, pointing to the green triangles. “And these blocks at the top are the flower.”

Then James weighs in, laughing as he sits down next to Michelea to join in the block play. “I thought it was a guy too—and you forgot to make the other leg!”

“Did you think these were arms?” Michelea asks, giggling. “They aren’t arms; they’re leaves!”

The friends continue to banter good-naturedly as they design with their pattern blocks. The beauty of block play is that it’s hands-on—which facilitates deeper learning and creates a more enjoyable and memorable experience.

We have many different types of blocks in our early childhood classroom, but the pattern blocks—introduced by the Education Development Center in the 1960s to help children develop the spatial reasoning skills they need to master math—have been a part of our play rotation for the past few weeks.

A set of pattern blocks typically consists of six different shapes in six different colors: a yellow hexagon, a red trapezoid, a green equilateral triangle, a blue rhombus, an orange square, and a tan or white thin rhombus. Except for the trapezoid, the lengths of the sides of each shape are the same, which makes it easy for children to fit the pieces together when creating pictures and designs.

Pattern-block play builds inventive and imaginative thinking. These blocks seem to unlock a particular kind of creativity that isn’t always evident in other forms of block play.  

This morning, Jaheem, Michelea and James seem to be creating stories with their pattern blocks while collaborating and mentoring each other in a relaxed and playful way.

“Look!  Michelea tells James, pointing at her latest pattern-block creation. “This is you walking your dog in the sunshine. It took me a long time because I had to figure out how to make the legs. I had them turned in the wrong direction!”

As children discover that they can rotate, flip and rearrange shapes in different ways, they become increasingly aware of two-dimensional shapes. Block play also promotes fine motor skill development as children manipulate the blocks to create their designs.

I watch as Jaheem, James and Michela learn how to measure heights, lengths and areas. Geometric shapes are a kindergarten common core standard, and when children engage in hands-on play with shapes, the learning becomes deeper, more intentional and more relevant.

Geometry is the area of mathematics that involves shape, size, position, direction, and movement. In early childhood education, geometric skills include identifying and comparing shapes, differentiating between shapes, and creating shapes.

The research backing up the importance of spatial skills in early learning is extensive and well-documented:

• A 2009 Vanderbilt University review in the Journal of Educational Psychology looked at over 50 years of longitudinal research on spatial ability and concluded that “spatial ability plays a critical role in developing expertise in STEM.”
• In its Learning to Think Spatially consensus study report, the National Research Council underscored the importance of spatial skills, stating that “underpinning success in both mathematics and science is the capacity to think spatially.”
• A 2017 study from the University of Toronto looked at a spatial-skills intervention implemented in grades K-2. Students were presented with activities that targeted spatial skills, such as finding lines of symmetry, proportional reasoning (the number of tiles needed to fill a space), composition, and visualization. The study found that participating students showed improvement in spatial language, visual-spatial reasoning, 2D mental rotation, and symbolic number comparison.

During today’s pattern-block play session, the three preschoolers are actively exploring combinations of shapes in their constructive play. I watch as they discover that they can combine two squares to make a rectangle and investigate what happens when they turn a shape upside down. (It’s still the same shape even if it looks different!)

Research shows that young children’s spatial skills, rather than their numerical abilities, predict their overall mathematics achievement: The key skills are visualizing what shapes will look like when they are combined or rotated (Young et al., 2018). Working with shapes and spaces may provide a more accessible route to math proficiency for some children than focusing only on numbers.

Pattern-block play also promotes creativity and problem-solving—with no rules or guidelines to stop the flow. Children have the freedom to create their own designs and structures without having to worry about “getting it right.”

So dig out those pattern blocks and watch the spatial awareness blossom and the creativity flow!

“The birds are chirping so loud—I think they’re scared,” said Vera as she looked up at the sky with a pair of certified safe eclipse glasses pressed against her eyes. She was absolutely right! The singing birds—along with the chirping crickets and the barking dogs in the neighborhood—were louder and more intense than usual as the Moon slowly moved between the Sun and the Earth. They must have sensed that something out of the ordinary was about to take place!

This scene was from our previous eclipse party on August 21, 2017, when we witnessed the last total eclipse of the Sun in our early childhood center’s outdoor area.

Now—nearly seven years later—children, families and teachers across the nation are bursting with excitement as they anticipate the next total solar eclipse on April 8, 2024.

This extraordinary event will cast its shadow across a narrow, 115-mile arc that stretches from the Pacific Ocean west of Mexico through 15 U.S. states to the Atlantic Ocean off the coast of Canada. People living in or traveling to areas in this “path of totality” will have a rare opportunity to witness daytime turning into night.

You may not live in the path of the total eclipse—or have the time or resources to travel to the best vantage point to see this natural wonder.

But here’s the good news: Observers in all of the lower 48 states will still be able to enjoy the spectacle of a partial eclipse.

If you’re an early childhood educator, you can seize the opportunity to turn the solar eclipse into a fun and educational early math adventure. You can spend the afternoon indoors with the shades drawn, reading books about eclipses while munching on Oreo cookies. Or you can distribute some eclipse safety glasses and take your gang outside to witness the 2024 eclipse in person. To find out more about the 2024 solar eclipse, check out greatamericaneclipse.com.

It pays to plan ahead for this special day! Many local libraries distribute free eclipse safety glasses to community members, and you can also buy them online. Make sure you have enough on hand if you plan to take your eclipse party outside.

In 2017, we attached our safety glasses to paper plates to make them a bit safer and easier for little hands to handle—and then turned this task into an art project by giving the children an opportunity to decorate their “eclipse plates.”

Check out the photo below for an example:

Some of the parents in our program loaned their welding masks to the children for the 2017 eclipse. The welding masks were a big hit, and they were easy for the children to hold over their faces.

According to NASA, it’s safe to view a solar eclipse as long as observers are using a #12 welding filter or higher. But many eclipse viewers find the solar image to be uncomfortably bright when viewed through a #12 filter. For that reason, #13 and #14 filters are becoming more popular (although some viewers find the solar image to be a bit too dim when viewing it through a #14 or darker welding filter).

Our 2017 eclipse party was memorable in so many ways. I don’t think the children will ever forget that surreal moment when the Moon passed in front of the Sun.

I still remember Vera’s awed response as the day darkened and an eerie silence settled over our outdoor area.

“Listen,” she whispered to her fellow eclipse watchers. “The birds aren’t chirping anymore. It’s so quiet. I bet the animals think it’s nighttime. And it feels colder!”

When I think about this comment today, it reminds me that information flows naturally through the senses to a child’s developing brain.

Young children learn through their senses. When you’re a child—or an adult, for that matter—there’s nothing quite like the moment when a sunny day goes dark and the birds, animals and insects suddenly go silent.

During our 2017 solar eclipse party, we used Oreo cookies to simulate the different phases of the eclipse. Then we consumed the cookies as a delicious solar-eclipse snack. Yum!

Teaching children about a solar eclipse can be a fun and educational experience that introduces children to a variety of early math concepts. Here are a few ideas:

1. Introduce the concept of measurement to the children by discussing the relative sizes of the Sun, Moon and Earth. Say: “The Sun is bigger than the Moon” or “Earth is bigger than the Moon but smaller than the Sun.”
2. Introduce the concept of distance by explaining that the Moon is closer to the Earth than the Sun.
3. Ask the children to make predictions about what they think will happen during the solar eclipse. After the eclipse, ask the children to describe what they saw. Was is what they predicted? If not, how was it different?
4. Use books and models to teach the children about the positions of the Sun, Moon and Earth during a solar eclipse.
5. Demonstrate how the moon moves between the Sun and Earth during an eclipse, using balls of different sizes.

Eclipse-party book share suggestions:

• A Few Beautiful Minutes: Experiencing a Solar Eclipse by Kate Allen Fox
• Eclipse by Andy Rash
• Total Solar Eclipse: A Stellar Friendship Story by Jayme Sandberg

Before you dive into the science behind this sky show, however, keep in mind that people in certain cultures consider the eclipse to be a bad omen. In these cultures, an eclipse is not an exciting event to be studied, but something to be avoided. People in these cultures stay indoors and abstain from food and drink until the eclipse is over.

In our multicultural society, it makes sense to be proactive. Discuss your eclipse lesson and activities with your program administrators and check in with the families in your early childhood community. Be aware of any cultural considerations that you may need to take into account.

Consider inviting parents to your eclipse viewing party. A solar eclipse is one of the most beautiful sights to see in the sky. No photograph can capture the beauty and stillness of a total eclipse.

This celestial event will truly awaken a sense of wonder in every budding STEM explorer!

Hello, Hallo, Hej Hej, Hola, Ciao . . . well, you get the idea!

To expand our reach to families and early childhood educators around the globe, we’ve added a translation option to our Early Math Counts website.

With this new functionality, our readers can now translate Early Math Counts into more than 100 languages.

Breaking down language barriers and making our content accessible to a diverse global audience is important to us. This new feature will enable more families and early childhood educators to access the tools, insights and resources they need to help children succeed in kindergarten and in life.

So let’s get started!

1. Click on the language dropdown menu in the upper right corner of the website. We’ve circled it in red on the screenshot below:

2. Now select your preferred language from the dropdown menu. See screenshot below:

3. The entire website will be translated in an instant.  Isn’t technology wonderful?

You’ll be glad to know that we’ve added this translation feature to the other websites in our early childhood series: Early Science Matters and The Ready Child. See screenshots below:

When Engineering Explorers—our newest website—launches later this year, you’ll also be able to access this exciting early STEAM content in the language of your choice. We thought you might enjoy a sneak preview. See screenshot below:

We’ll be sure to notify you when Engineering Explorers goes live.

In the meantime, please visit Early Math Counts, Early Science Matters and The Ready Child often. Let us know how we’re doing—and how we can serve you better.

We’re always open to comments, questions and suggestions. In fact, we added this translation option at the request of one of our community members. Thank you, Michelle—and keep those comments coming!

“LOOK!” Ellie summons us with such joy that there’s no doubt she has spotted something wonderful.

Our eyes follow the four-year-old as she dashes to a very large, very hollow tree. A tree that is still alive and thriving—with an opening over four feet tall just inviting a group of children and their teacher to peek inside.

“Who lives in there?” asks Clare as she summons up the courage to move closer.

Can we go inside the tree?” asks Veronica, although the question is a rhetorical one because the three-year-old has no intention of venturing inside.

“Is the tree hollow all the way up to the top?” Alex asks in wonder as he approaches the tree and glances upward to assess the tree’s height.

“I think a whole family of squirrels might live in there . . . or bats!” Harper’s pronouncement prompts her peers to quickly back away from the tree.

It’s so quiet and still as everyone contemplates the hollow tree that I’m not sure if the children are even breathing. All eyes are locked on Ellie, our resident risk-taker.

Emboldened by the children’s curiosity, Ellie inches her way closer to the tree’s interior. She is cautious but curious, brave yet apprehensive as she simultaneously challenges herself and calculates the risk at hand. 

Research tells us that children won’t take risks if they think they can’t succeed. But I know Ellie. She is an amazing observer and a visual learner who tends to rely on her senses when approaching an unfamiliar situation.

Today is no different. I watch as Ellie inspects the size, strength and thickness of the trunk. She inspects the ground outside of the tree cavity for animal droppings. She pokes her head into the hole and peers up, down, left and right before stepping inside. Ellie thrives on moments like these and trusts herself to evaluate the situation.

I trust Ellie as much as she trusts herself. These moments of risk-taking and assessment help a child develop cognitive, social-emotional, and self-regulatory skills—traits that make Ellie a natural leader.

Suddenly, Ellie pops back out of the hole in the tree, looks around and beams at the rest of us. “It’s so cool!” she exclaims. “You have to come in!”

One by one, slowly but surely, the children all make their way into this amazing gift from Mother Nature. Children grow in their ability to appraise risk by observing other children at play.

When children observe their friends taking risks and succeeding, they become more confident about taking risks themselves. This confidence carries over to the classroom and prepares them to try something new, possibly fail, and try again.

This hollow tree trunk has evoked wonder and curiosity in the entire gang, sparking a STEM investigation that helps lay the foundation for later math, science, and engineering concepts.

When we let children learn through play, movement, and trial and error, we lay the groundwork for the kind of deep learning that builds new neural connections. These are the moments that inspire our early learners to investigate the possibilities.

Today, nature has provided the ultimate learning tool and transformed a moment of outdoor play into an exploration of the concepts of spatial relationships and geometry. An understanding of spatial relationships helps children talk about where things are located. I hear them use words such as in, out, down, over, under and next to, vocabulary that helps lay the foundation for geometry. 

When children use words such as wide, heavy and light, they are using descriptors for measurement. We begin to get a better sense of measurement as we visually estimate the height of the tree, the height of the entrance hole, and the number of friends who might be able to fit inside the tree. 

When children are guessing, predicting and classifying their ideas, they are engaging in early algebra, the scientific method, and basic engineering design. This morning of play is strengthening their understanding of these concepts as they use the vocabulary words repeatedly throughout their investigation.

Hands-on learning enables children to take their understanding to a deeper level so that they can analyze the information that they have collected and then apply this knowledge when they create their own structures during block play, art projects and clay play.

These are opportunities that are rich in learning, creativity and friendship. Whether they are on the playground or in the classroom, children must take risks that enable them to develop new skills and explore their ideas in a safe and supportive environment.  

Look for opportunities that can build your student’s risk-taking skills. Like our exploration of the hollow tree, these learning adventures will not only build their confidence and self-esteem but lay the foundation for academic success!