One of the most exciting aspects of working with young children is witnessing their sense of joy and wonder in everyday objects.  I often forget that their understanding of many concepts, and their exposure to many tools, is a brand new experience for them.  As an adult, sometimes it is easy to forget this, but children remind us to see the excitement in new things, even if it is just finding new meaning and function in a familiar object.

We all know that young learners find excitement in anything novel and different.  If you ask ten children to collect five objects and create a use for them, chances are you will get many different objects and designs because all children have innovative and pioneering ideas and, rightfully so, they think their ideas are the best! Limitations, boundaries and restrictions are not yet familiar concepts to young children.  Often they are able to express their beliefs, designs and viewpoints about many aspects of their world in a more uninhibited way than adults do; their minds are free to wander, dream and plan to their heart’s content. This is the beauty of witnessing a young child explore mathematical concepts.

For young children, introduction to these new concepts is cultivated through various spontaneous activities and games.  For instance, setting out places for a tea party, counting out spaces during a game of Chutes and Ladders, finding the biggest rock, counting fingers and toes, and going down a slide all incorporate the concepts of number sense, spatial sense, measurement, estimation, and problem-solving and critical thinking skills.  Kids are constantly practicing math skills from birth!

As a stay-at-home-mom, many of the “lessons” that I find my children enmeshed in tend to begin organically.  In my experience, children are much more interested in learning something new when they initiate or present it.  To me, it always feels like they are extending an invitation to the adult to help guide the grasping of a new concept or skill that they innately feel they are ready to learn.  As educators, our learners are advancing at their own level, and our job is to encourage and support each one of them as they succeed at one step, then move onto the next.  I find the process captivating. However, many times these learning opportunities happen at inopportune times (i.e., in the car, away from home, outside) when materials that I would typically use to help supplement my teaching are not necessarily available.  Thankfully, math is all around us; and utilizing what you have or what you can find is much better (and usually more fun) than using nothing at all, or waiting and possibly missing the opportunity.  When they are ready, they are ready – jump right in!

In my last post, I discussed the process of organizing child-centered “learning boxes”  and learning spaces where children are able to explore materials on their own and practice math concepts anytime they choose.  Of course, this is helpful when they are at home or in the classroom, but learning does not just cease once they are away from these two areas. This is where being resourceful and innovative in our own right comes in handy.  Having a small set of available materials in various places (in the car, in the garage, in a bag or purse, etc.) materials are available for times when ideas spontaneously strike.

One example of this occurred recently when we were outside and my daughter excitedly decided she wanted to practice her math skills to gear up for the start of school. Naturally, her brother (preschool-age) wanted to join in as well.  Of course, I wanted to nurture this fertile idea, so I knew my responsibilities would involve keeping both engaged, allowing both ample learning opportunities, and allowing all of us to have fun. The first thing they did was to get out the chalk and a big bucket of rocks we had previously collected.  I then asked my daughter to look in her math box for other materials to assist with her vision. She came out with large foam dice.  After some discussion about our process, we came up with the idea that they could each roll a die and count out that many rocks.

After a few rolls, this proved to be a perfect task for my younger son, but my daughter bored of it quickly.  I could sense she was ready for more a challenging task.  Again, I encouraged her to practice self-reliance and creativity and referred her to her math box.  She came out with a white board and dry erase marker found in her math bin.  She had decided she wanted to practice writing out math problems, which is a new concept for her.  While her brother continued having a blast rolling his die all over the driveway,  counting that many rocks out and then putting them all back in the bucket and starting over (practicing number sense, one-to-one correspondence and problem-solving skills), we worked together on addition and subtraction problems.

She would roll her die and write that number down, then she would roll it again and add or subtract these two numbers together to get solve the problem.   Since she is just learning how to write out a mathematical equation, I helped her better understand this method by drawing two boxes side-by-side.  She rolled the die and place that many rocks in the first box.  Then, she rolled the die again and place that many rocks in the second box.  She then went to her white board, wrote out the problem using the appropriate signs and counted all of the rocks to find the answer

They did this side-by-side for quite awhile.  After a bit, this idea then morphed into both of them working together, the older child teaching the younger how to problem-solve higher-level math concepts.  My part in the learning process became unnecessary, and I was there just as a guide when help was needed, which is exactly what child-directed learning should exhibit.

There are many different ways that math can be engaging and exciting by utilizing everyday objects in a new way.  Often the most spontaneous lessons and activities turn out to be the most fun and rewarding.  Allowing children the freedom to explore math concepts in this way makes learning fun for all!

The term “loose parts” is all over the Internet and early childhood world these days and for good reason. I have witnessed firsthand how the learning changed when we brought in natural loose parts! Loose parts are so full of math opportunities and problem-solving and vocabulary-building opportunities. So, what exactly are loose parts?

Loose parts are natural or man-made materials, with no set of instructions, that can be used alone or with other materials.  These open-ended materials can be moved, combined, stacked, taken apart and put back together, and most importantly repurposed.  

         When we speak of loose parts, we are looking for materials that will spark imagination and creativity. Outdoor natural materials would include things like rocks, shells, feathers, grass, leaves, pinecones, pine needles, and seeds.  Indoors, things like blocks, manipulatives, pouring devices like cups and funnels, buttons, play cars, people and animals, recycled materials like lids, boxes, paper tubes, envelopes; art supplies (popsicle sticks, buttons, beads, spools, etc.).  The list is endless and you more than likely have these materials already or can find them and you won’t need to purchase a single thing.

September is a fabulous month for collecting materials for future loose parts play.  We take nature walks almost daily and each child is equipped with a backpack for all their treasures that they collect along the way.  We often come home with buckeyes, acorns, dried berries, colored leaves, and who knows what else we may find! Loose parts that are collected by the child, spark beauty and joy in the eyes of the child. There are no directions on how to play with their newly found treasure, so this allows the child’s imagination to run wild! The child can use the acorn for soup, or an art project, or food for the stuffed animals.

If nature isn’t your thing, take a hard look at where your children play.  There is a good chance it will be filled with loose parts. If your child is into cars or ponies, start with that!  Remove the toys that aren’t used or played with. They clutter the mind of the child and they can’t stay focused on what they are creating! Yes! I am giving you permission to remove the majority of the toys that cover your home! Less is more! The child’s creativity and focus will change, I promise you!

Many teachers and parents will rush out and get baskets and fill the whole room with rows and rows of loose part storage.  A child walks in and dumps every single bucket, and walks away.  Maybe they were looking for their one red car or green pony.  Start small.  Take baby steps with loose parts!  Our friend and mentor, Bev Bos, always recommended change with the words, “Start in a corner!” The reason is, we create chaos the minute we upend the whole room and bring in new supplies. So start small, start with what your child is playing with, and start where their interest lies. Did your mother or grandmother have a bottom drawer in the kitchen that was full of “toys” to keep you busy while they prepared meals?  Chances are that drawer was full of cups and spoons, and random recycled loose parts!

So how many loose parts do we need? I once read that we want enough loose parts so no one is left waiting, wanting, or wailing! Some experts recommend five play pieces for each child.  So, if your classroom or child is very interested in dinosaurs, you need five for each child that gravitates to that area.  If every single dinosaur is in play on most days, you will want to add more.  Or add more elements that they are using with the dinosaurs.  Build off the interest that they are focused on. Think outside of the box!  Fabric is a great loose part that often finds its way into our block area for a river or lake, or to be added as clouds or a trail. Add shells or blocks or pieces of bark.  When I witness a play buzz happening, I sometimes add supplies close enough to possibly be noticed to add to their play.  Soon, this will not be necessary, but in the beginning stages of learning to play with loose parts, I think it adds to the creativity.

So where is the math? Mathematical concepts are created through their play with loose parts. You will begin to see deliberate patterns, sequences, and classifications by color, size, or type. Spatial recognition and intentionality of play will honestly have you shaking your head! I promise you, it is crazy! You will see sorting and separating, measuring, and logical classification. All of these are precursors for higher mathematical proficiency!

If you keep your materials available, loose parts outdoor play will continue into the winter months.  If the forecast calls for snow, be sure to grab out all of the sand toys as these make great snow forms, and you can’t reach them if they are frozen in the sandbox! Building a snowman’s face uses loose parts! Make your life easy and pack a sack while the weather is warmer and put it in a safe place.  (It took me a ridiculously long time to figure out this simple task!) We keep our aluminum bowls full of rocks, shells, and walnuts, and other loose parts ready for creative outdoor play. We use large “tree cookies” (See the picture below. This little girl is playing with “tree cookies”), or cookie sheets as a tray for each child to create their loose parts formations. This allows them to be picked up and moved and gives the child a frame for their work.  We also need to acknowledge their work in process and it may need to stay in place for a day or two. They will know and you will know when the play is complete.  I am often amazed at how quickly some creations come down and the oddness of things they want to leave up.  There is a lot of time invested in these masterpieces and it is important that we treat this time and energy with respect. These masterpieces are math.  They are manipulatives and problem solving and intentional risk-taking at trying out new ideas.  Take it slowly, but I beg you to try it.  You will never look back. It is a hot topic these days for a very good reason!  Let them play! 

As we were sifting through some cabinets, we found an old deck of cards.  We reminisced about all of the card games we played with our own children when they were young.  We played “War” and a homemade version of “Uno.”  We used the cards to play a simplified version of “Memory” and “Go Fish.” A simple deck of cards is one of those found items that is as good as any bought item. I say they are found because I don’t remember ever buying a deck of cards; somehow, they are always just there, in the drawer.

Begin playing War with an abbreviated deck so you can include very young children.  Take out the face cards and everything higher than the 6s.  You may want to remove the Aces as well, just to begin, since the representation of the number “1” may make it too complicated.  Play with the children one-on-one and observe their number sense.  Can they identify the numerals by name? Can they determine which number is higher? Can they follow the directions?  When the cards match, can they count out 3 additional cards to have a card war?  Once children have mastered the cards through 6, add the 7s and 8s.  Later, add the 9s and 10s.  Many children will be able to play a full game of War by kindergarten, face cards included.