Instead, young children are ready to learn one-to-one correspondence, sorting, sequencing, number, counting, and shapes. Much simpler, right? However, these skills can still seem challenging for parents to support in their child’s development. Are workbooks, worksheets, computer programs or apps the best to practice these skills? How can we know that our children are “ready for school” when it comes to math?

Math skills can be practiced each and every day at home or at school. First, include your child in everyday tasks, even those you would not think they can do well.  Tasks such as laundry, cleaning, cooking, maintenance, shopping and caring for pets can be turned into math practice! Here are some suggestions for including your child in every day math practice.

• Laundry: Sorting laundry by type, family member and size. Match and count the pairs of socks. Fold clothing in half and half again. Measure detergent with child sized cups.
• Cleaning: Using child sized spray bottles, clean the table by counting squirts before wiping it down. Sweep the floor in a circle or square shape. Use sponges cut into different shapes to clean different items.  Categorize dishes and wash by category, such as round plates, square plates, round bowls and mugs, etc.  Create a pattern by washing first a plate, then a cup then a bowl and repeating until dishes are clean.
• Cooking: Whenever possible, include children in the cooking and food preparation. Use plastic measuring cups to measure ingredients and a wooden spoon to stir. Use a butter knife to cut vegetables into small or large chunks. Estimate how long it will take to cook or bake and then discuss the reality versus guess.
• Grocery Shopping: Create a list children can check off to practice one-to-one correspondence. Sort the cart by type of items, such as those in boxes or not, cold or room temperature, etc. Count items in the cart. Pack unbreakable groceries in paper bags trying to fit them in safely without crushing them. Weigh bulk foods, adding and subtracting amounts to get to one pound.
• Routines: For the morning routine, use a picture chart to put the steps to getting ready in order for children to follow. For bedtime routine, use a timer or a picture clock to show the amount of time rather than the actual time. Read books including numbers, counting, sorting and classifying. Use a picture schedule showing a picture of each main activity during a stay at home day so children can follow the schedule and manipulate when things change.

Remembering that math skills for little ones is more than just algebra will make a big difference in how you perceive math as a parent. Have fun with mathematics and go beyond just helping children memorize numbers in order. Look to everyday tasks you may find tedious for opportunities to include learning moments.  It is easier than you may think and way more fun!

So, how does the block are relate to math?

Blocks are the visual representation of geometric concepts. Blocks can be any size, from very small cubes to large wooden hollow blocks. They come in almost every shape available and are three dimensional; such as squares, triangles, ramps, planks, tubes, columns, arches, rectangles, cubes, spheres, half circles, etc.  By using blocks, children are actively and physically creating what they see in their minds, using spatial relationships, balance, weight, height, form of measurement, sorting, fractions and so much more. It becomes a chance for every child to become a master architect and construction foreman. Besides, building with blocks is so much more fun than matching shapes on paper.

So, how does the block area then relate to social and emotional development?

When children are gathered in the block area, building with the physical representation of geometric concepts, they are also interacting with one another. Being a shared space in most early childhood environments, block areas are often large and can accommodate between 4-6 children. The blocks are divided up between children or children work together with one common set. Negotiations take place when children both want the same plank. Children are able to take turns to each put a block on the growing tower before it falls down and everyone cheers. When building a farm with blocks and plastic farm animals, children take on roles of being the farmer or the anxious animals waiting for their food. Cars come alive as children race them on the ramps and planks, cheering each other on as they race to the finish line.  Ultimately, children interact with one another on a common and shared space to create, negotiate, problem solve, imagine and build their dream creation. Blocks are play at its finest.  Play is the best method of learning and experiencing social and emotional development.  Block play allows the seamless integration of social and emotional development and cognitive development every time.

When children are singing, clapping, stomping and dancing they are bringing mathematical concepts to life. Children learn the foundational concepts of mathematics way before they start learning the symbols and structure. By providing children opportunities to sing and use music, they explore foundational concepts such as matching, comparison, patterns, sequencing, counting, if/then prediction, shapes and space.  Through one song, such as “Five Little Monkeys,” children are able to experience ordinal counting, patterns, sequence, if/then prediction, rhythm and a steady beat.

In music, when children create a steady beat, they are practicing one-to-one correspondence. One tap on the thighs equals one beat and so on. One-to-one correspondence is necessary for understanding number and being able to count the number of items in a set. Rhythm provides a less even beat and is unique to each song. With rhythm, the repetitive phrases form patterns within the song and children learn to predict and easily remember. Children are not necessarily aware that they are experiencing these mathematical concepts, but adults can talk about what they are experiencing by pointing out the skills they are learning.

Help children explore math concepts through music by:

• Singing counting songs such as, “Five Little Monkeys,” “Five Green and Speckled Frogs,” and “One Elephant Went Out to Play.”
• Sing repetition in songs such as, “ B-I-N-G-O!” or “If You are Happy and You Know It”
• Tap out a beat on an empty box with your hands and have children repeat it
• Tap our rhythm on your lap, slowing it down or speeding it up
• Incorporate instruments for children to create music on their own
• Talk with children about the songs speed, beat and rhythm while singing or playing an instrument
• Create an A-B-A-B-A-B or A-B-B-A-B-B pattern using their body parts to make the sound; such as by stomping their feet or clapping their hands

Everyday children use language to communicate about and understand the world around them.

I remember working with a group of toddlers who were between the ages of 18-30 months old.  These toddlers were very interested in anything involving trains, especially Thomas the Train. I suppose this dates me a little bit! Nevertheless, everything we did turned into trains and we found that integrating concepts, such as those with mathematics, kept the children more engaged.  Mathematical concepts really came alive with trains! We talked about the shapes of the cars, counted how many cars, put cars in order and much more.  We talked about trains and used vocabulary which the children already knew from reading the Thomas the train books and watching the television series.  We were able to use picture books about trains to also extend their learning.  Their favorite was Freight Train, by Donald Crews.  The large pictures, varying shapes, colors and patterns really appealed to their interest and allowed us to integrate concepts which meant something to them directly. Our use of language brought math and their love of trains together to encourage learning. Before we knew it shapes and order were concepts these young children could demonstrate with more than just trains!

Use language to talk about mathematical concepts!

From early on, children start pointing to and naming everything around them.  You can provide a narrative for children; pointing out the mathematical concepts all around, including shapes, sizes, numerals, counting, sequencing tasks and sorting. For example, you can:

• Describe differences in size between balls on the playground
• Count out loud the number of blocks in a tower and how many more can be stacked before it falls down.
• Name shapes in a child’s drawing and describe how they relate to one another
• Sort crayons, Legos, books, blocks and by color or size, naming and describing the differences and similarities.
• Sing a song to help remember the steps for preparing to go outdoors in the winter- sequencing the steps with what comes first, second and last.
• Scoop dirt in the sensory table with different sized measuring cups and talk about how many small scoops are needed to fill a bucket.

Recognize that math is all around and using language to talk about mathematical concepts will help children to recognize them on their own.