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!

“Do you know about our Magic Tree?” four-year-old Rowan asks Alex. She pauses dramatically before passing on the secret of the beloved old tree that has long been a source of delight and inquiry for the children in our early learning program.

“Watch, Alex!” she instructs. “I will push this stick into the tree, way up here, and say ‘Hocus Pocus.’ Then I can pull the stick out of the tree way down here at the bottom!”

Alex is the perfect audience for Rowan’s magic trick. I watch as the rest of the gang joins in the fun to demonstrate the tree’s “magical” abilities, much to Alex’s amazement.

“See?  I put the stick in this circle hole. It’s a hollow tree! There isn’t any tree inside, it’s just a hole!” explains Rowan. “And then you can pull it out down here at the bottom of the tree!”

“The tree is hollow?” Alex repeats in wonder, moving closer to the tree to peer into the hole.

“Yep, it is!” exclaims Owen, who has just joined the gaggle of STEM explorers gathered around the tree. “So you can just push your stick in and say the magic words and pull it out down here!”

Our Magic Tree has evoked wonder and curiosity in the entire gang, sparking a STEM investigation that helps lay the foundation for later math, science and engineering learning. 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.

As the children explore the Magic Tree, each moment of learning comes naturally and at each child’s developmental level. When the older children share the secrets of the tree with younger learners, relationship building and trust building add to the magic of the moment.

An understanding of spatial relationships helps children talk about where things are located. Physical, hands-on play like this helps build a child’s mathematical vocabulary in a natural way that is easily understood. When a child can push a stick through a cylinder shape, the concept behind the word through is easier to grasp.

So we allow the children to investigate by pushing sticks down the circle hole, through the hollow part of the tree and out again through the bottom of the trunk. This exploration of spatial relationships—which leads to an understanding of where objects are in relationship to something else—is an essential building block for later math learning.

Children need to learn the language of math to think through and solve their math challenges and then communicate their thought processes to others.

When children play and experiment with sticks and hollow trees with their friends, they learn how to problem-solve and put their thoughts into words. This strengthens their understanding of early math concepts as they use math vocabulary words repeatedly throughout their play.

Geometric shapes are a kindergarten common core standard. When children actually play with (and within) these shapes as they explore the inside of the hollow tree, the learning becomes deeper, more intentional and more relevant.

“I think it’s stuck!” yells one child.

“Wait! How many sticks are in there?” asks another.

We begin to get a better sense of measurement as we visually estimate the length of a stick that will fit into the hollow tree and come out the other side.

Opportunities like these are rich in learning, creativity and teamwork as we share theories and develop hypotheses about stick sizes and shapes, as well as angles of insertion, that will result in the “magical reappearance” of the stick at the bottom of the tree.

Problem-solving play helps children develop foundational skills that will be used in math learning in the years to come. Our gang of STEM explorers is busy making predictions, gathering data, studying cause and effect and organizing their information to try something new. We are knocking out those Illinois Early Learning Standards by the minute!

“Can we make the stick go UP the tree?” wonders Linnea.

“I’ll try!” Rowan chimes in.

Hands-on learning also 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 experiences.

The children’s enthusiasm for experimenting with the Magic Tree is contagious. 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.

When we introduce children to the vocabulary of math, we are building a foundation for future math success. This early math website has a fabulous glossary of math vocabulary words.

Introduce these vocabulary words into moments of investigative play and you’ll not only see but “hear” the connections being formed in the brains of your budding mathematicians.

If you don’t have a magic tree nearby, a large box can create the same kind of magic. Cut two holes at different heights on opposite sides of the box and bring in yardsticks or other long objects. This can also be done on a smaller, individual scale with oatmeal boxes and rulers or pipe cleaners.

The possibilities are endless, so let the STEM magic begin!

Looking for more ways to explore math concepts such as measurement and length? Check out our Links and Length lesson plan and parent letter here >

“Can you read it again? PLEASE?” 

Frigid temps and gray days lead to lots of reading as we weather the winter season.

As February unfolds, I am thrilled to present a series of STEM books guaranteed to educate, enrich and entertain early learners while the snow flies.

It’s difficult to find books that balance exceptional educational content with engaging storylines, but these books deliver on both fronts.

Each book on this list is so good that you won’t mind when your young STEM explorers beg you over and over to “read it again“!

The Storytelling Math series features children using math during their daily adventures as they play, build and explore the world around them.

These delightful stories go beyond common early math topics such as counting and shapes to explore topics such as patterns, categorizing and spatial reasoning—topics that lay the foundation for later math success but are rarely included in early math books and learning materials.

This series focuses on math concepts that young children encounter in their daily lives. Packed with content that will introduce your early learners to patterns, spatial relationships and everyday math vocabulary words, these little gems also reflect the diversity of our world with characters, authors and illustrators from a wide range of cultural and ethnic backgrounds.

Each book concludes with suggestions for further math exploration.

I love the whole series but the books featured here are our favorites!

Our most requested book in this series is Bracelets for Bina’s Brothers. This book has inspired discussions about siblings, educated us about the holiday traditions of our friends and neighbors, introduced us to patterns and engaged us in problem-solving activities. In this celebration of Raksha Bandhan (a Hindu festival honoring the sibling relationship), the youngest sibling, Bina, is determined to make bracelets for each of her three brothers. Vijay loves blue but doesn’t like green. Siddharth is fond of green but can’t stand orange. Arjun likes orange but is sick of blue. With three colors to work with, Bina works hard to get the bracelets just right. This book often leads to requests for beads as we work on our own bracelet patterns, which adds Art to our endeavors for a full STEAM experience.

As much as my gang loves bracelets, I love Usha and the Big Digger—a beautifully illustrated tale about a girl who loves trucks. This book addresses rotation, geometry and spatial relationships, along with looking at things from different perspectives. Cousins survey the same part of the night sky and see different constellations on a starry night. After they switch vantage points, they each see what the other has seen. As the cousins rotate, they see the Big Dipper rotate too. This book features Indian-American characters, as well as insights into different cultures, their interpretations of constellations and their stories about the stars. When storytime is over, you’ll find some fun STEM activities to extend the learning—as well as a great tutorial on how to do a cartwheel.

We are big fans of Sara Levine and her many science books, so I knew that we were in for a treat when I saw that she was one of the authors in the Storytelling Math series. In her book, The Animals Would Not Sleep!, it’s bedtime for Marco and his stuffed animals, but the animals will have none of it. When Marco tries to put them away, they fly, swim and slither right out of their bins. Marco tries sorting the animals in different ways, but nothing works and the animals start getting cranky. How can Marco make everyone happy and put an end to the mayhem? He thinks like a scientist to come up with a solution. This is another favorite that will stimulate plenty of discussion and help build problem-solving skills. It will also pave the way for some fun stuffed-animal play in your classroom!

Having a cloudy week and need a little bit of inspiration? Reach out to your library for any of these wonderful titles. They are guaranteed to enliven your learning and lift children and adults alike out of the February doldrums. Enjoy your winter reading adventures!

Storytelling Math was developed in collaboration with the math experts at the STEM education nonprofit, TERC, with support from the Heising-Simons Foundation.

Looking for a great resource for multicultural picture books? Check out Diverse Book Finder, the go-to resource for librarians, educators, parents and others interested in creating picture-book collections that reflect the diverse cultures and lifestyles of the children who read them.

I recently grabbed our dusty box of beanbags off of the top shelf of the closet and took the beanbags outside. We rarely played with them indoors, so what was I saving them for?  If a beanbag gets lost or forgotten under the plants and soaked in the rain, who cares? At least it has been played with.

Now that the beanbags have been relocated to our outdoor play space, they have been used daily over the past few weeks. Recently we created a new beanbag game that laid the foundation for later STEM learning.

We currently have a full group of children who can pump on the swings, which is great—unless you have more children than swings, like we do. So I brought out the bucket of beanbags and placed it on the edge of the sidewalk. 

Then I picked up a beanbag and gently tossed it in the direction of my swinging friends. The kids loved the idea and it was GAME ON!

Now mind you, the swings were a good 12 feet away from that sidewalk—far enough to ensure that none of the children would be strong enough or accurate enough with their beanbag tosses to actually harm a friend.

“Hit me! Hit me!” hollered the members of the swinging gang.

“I want to play!” shouted the rest of the gang.  AYE YAE YAE!  What had I started?

What I had started was a new game that quickly became a favorite. No one has been injured, few have been hit and the cooperation and turn-taking is incredible!

Our rules were simple:

1. Throwers had to stay on the sidewalk.
2. No creeping up on the swingers.
3. Only throw one beanbag at a time.
4. When all beanbags have been thrown, yell, “SWITCH!” and the swingers must stop.

When the swingers stopped that first day, there was a mad rush by all to pick up the beanbags and put them back into the basket for the next round. WHAT in the world? I NEVER see this type of energy and enthusiasm during usual pickup times!

I encouraged the new group of throwers to take a water break to give the new swingers time to get up to speed before the throwers started aiming at their targets. And then we repeated the cycle for a good 20-30 minutes before the children exhausted themselves from all of their throwing and pumping.

We had overhand throwers and underhand throwers. I watched as they tried different techniques and shared theories with each other on the best time to throw the beanbag depending on where the swingers were in the air. This is physics! This is math and geometry and plain old fun!

Investigations into physical science and engineering through this type of play give young children a chance to explore and control physical phenomena and develop a practical understanding of the laws of physics— all while giggling with their moving-target friends.

This activity also teaches children about risk-taking and trust building. You trust that your friend won’t hurt you, but you definitely take the risk of possibly getting hit. Scary but fun!

As the game evolved, new ideas were added to the play. Sometimes children called out the number or  letter printed on the beanbag or grabbed specific colors. One three-year-old consistently looked only for beanbags labeled with letters that had meaning to him: the first letter of his name or the names of his two siblings. (I later found three beanbags labeled with those letters hidden in a secret corner of the yard. Ha!)

Physically, our beanbag throwers were building up the muscles of their dominant hands, which they will use in future academic settings. They were also working on STEM concepts such as distance, accuracy, speed and force. We throw these wonderful science words into their play to build up their STEM vocabulary and lay the foundation for a deeper understanding of scientific concepts. Meanwhile, our swingers were  focusing on the trajectories of the beanbags headed in their direction and making predictions about when and where they would hit, while strengthening their core muscles for future desk and circle time.

OH, you want learning standards? We’ve got those covered too. We count, subtilize and build our math vocabulary. We measure and estimate distance. We make predictions and modify those predictions based on experience. We use our science skills to explore the physical properties of objects and experiment with force and motion. The list goes on and on and there are so many ways to adapt this game. So grab your beanbags, head outdoors and let the playing and learning begin!

“LOOK!” screams a four-year-old with such joy that we know this isn’t a garden-variety “I want to share something with you” moment.

As the gang rushes to her side, they come to a complete standstill, frozen in awe.

Oh happy day! Some kind souls have shared a fort with the community! There before us stands the most wonderful teepee-shaped fort that we have ever seen. Forts have been popping up all over town this year—and I couldn’t be happier about this trend.

This 14-foot high monument has sparked wonder and curiosity in all of us. We have stumbled upon a STEM adventure! This is math, science and engineering play that allows the learning to come naturally and at each child’s developmental level. This is also sharing. It teaches children that our community creates beautiful spaces to be enjoyed by all.

“Who lives here?” asks Liam as he bravely ventures closer.

“Can we go in?” questions three-year-old Madison, not sure that she really wants to.

We do go in, and the investigation into fort building sets us in motion for the day. Do you remember building forts when you were a kid? Did the memory of that fort just resurface? If it did, you retained that memory and are likely able to build another.

These are the moments that we like to create for our early learners. 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 forts.

After giving everyone a turn to observe and discuss the masterpiece in front of us, we take a good hard look at the fort and investigate how it was constructed so that we can build a fort of our own.

We discovered this fort (above) while hiking in our neighborhood.

“I think this fort was started from that fallen branch!” Harper hypothesizes.

This leads to closer observation as we determine that this fort has sides that were built with sticks ranging in size from large to small. By leaning them against the main branch, the architects made the fort longer and wider. We begin to get a better sense of measurement as we visually estimate the length and width of the fort.

We always add a few sticks or branches to any fort that we discover, and today is no different. The older children quickly begin to add branches—an activity that reinforces our perception of the fort as a communal structure. When our younger learners hesitate, we reassure them that they really can’t go wrong by adding a stick or two.

“It looks like a triangle!” shouts Elizabeth. This declaration leads to an animated discussion about shapes and ways to incorporate doors, windows and other shapes into our fort.

We have a geometry class happening before our very eyes! We are looking at two- and three-dimensional shapes and using visualization, spatial reasoning and geometric modeling to solve problems.

These are opportunities that are rich in learning, creativity and team building. We share theories and develop hypotheses about the number of people it might have taken to build the fort, how they got the biggest branches up so high and how they created a base to stabilize the entire structure. We also examine the bottoms of the branches and hypothesize that they were probably broken off during a storm, rather than cut cleanly with a saw.

We know that our forts won’t look like the ones that we’ve encountered. We’ll have to use whatever materials we can find in our own play spaces. But our observations give us a better understanding of the fundamentals of fort and teepee construction. These found structures are the spark of inspiration that we need to design a fort of our own!

It’s time to bring out the assessment chart because this gang is on fire! This playful experience in engineering involves concepts such as angles, inclines, balance and elevation. 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.

Once the seeds are planted, the children often continue to develop their fort-building skills in our program or in their own backyards.

When the Midwest experienced a rare derecho in August 2020—and every house in our area suddenly had a backyard full of branches—our students immediately began collecting the fallen branches to build forts in their neighborhoods.

They had joined the community-wide fort-building movement!

Notice the similarities? By giving our children long periods of uninterrupted time to play and investigate, we empower them to build their own forts and develop new STEM skills and insights that they will be able to transfer to worksheets when the time is right.

When our students returned to our program this fall, we began napping outdoors on a daily basis. Not surprisingly, when a parent suggested a weekend nap to their child, the child insisted on napping outdoors—in her fort. When children build structures, the joy comes not only from the building but from returning to this place that they have created by themselves, for themselves.

These are the moments when I thank our anonymous community of fort builders for “planting the seeds” of fort building with our young learners. These industrious fort architects may be 12 years old or 90 years old. They may be building these impromptu structures to offer protection from the weather, bring joy to others or simply provide a peaceful place for fellow community members to commune with the natural world.

These lovely forts are gifts of time, hard work and beautiful design that bring science, math and engineering into the lives of our youngest citizens.

Thank you for making so many moments of STEM learning possible through play with the children of our community! You inspire all of us! Thank you! You are truly changing our world!

“Look! The snow packs!  Let’s make a snowman!”

Today’s sunshine and rising temperatures have transformed yesterday’s powdery snow into packable fun—ushering in an afternoon of playful math and science learning.

These are the times when I love to pull out my camera to document the many foundation-building moments that find their way into our play. This documentation allows us to reflect on the learning, conversations and collaborations that take place—and the theories that the children develop—as they explore and investigate their environment.

So grab a mug of hot cider and join us as we unpack all of the early learning opportunities that can be checked off of your list of assessment standards during a snowy afternoon of outdoor play.

“We need three balls!” yells Hudson. “One for his head, one for the middle and one for the bottom!” Hudson has stepped up to serve as the lead architect during this day of snowman construction.

 “We need three sizes,” Jameson pipes in. “Big, bigger and even bigger!”

  “Yes, and the biggest is at the bottom,” adds Noah.

“You start out like this,” Noah explains as she packs together a small pile of snow. ”You push it and roll it and it gets bigger and bigger. Then you have to pack it down. But not too hard. If you pack too hard, it falls apart.”

As I listen in, I seize various opportunities to introduce some STEM vocabulary into our play. We discuss cause and effect, friction and experiments. I don’t expect these words to start flowing off of the children’s lips any time soon, but I never miss an opportunity to plant the seeds of knowledge in their developing brains.

“Mine looks like a square,” Jameson complains to no one in particular.

“If you rub it here just a little and chop this side a little bit, you will make a circle,” advises Avery, who is a wee bit older and more experienced in the intricacies of snowman construction.

I watch as the children form the snow into balls of different shapes and sizes. I hear vocabulary words such as “bigger,” “taller” and “heavier” as the older children compare the different snowball sizes and help me stack them one on top of the other to form snow people.  

“We need two eyes and a carrot nose and buttons for the mouth,” the children shout. “We need a hat to put on top and two branches for his arms! He needs a hat and a scarf!”

For years, the needs of my little “snow sculptors” left me scrambling for the items needed to complete their snow people. After three decades of coming up short, I discovered this snowman decorating kit on Amazon.

What a game changer! This affordable kit provides ample opportunities for STEM (and STEAM) learning. Whenever I pull this kit out, the excitement increases and the design process becomes more focused and deliberate. We have patterns and sequence and spatial reasoning. We have order and math vocabulary and collaboration. These are the moments that lead to teamwork, which is such a gift in any learning endeavor. When children work together on a project, it fosters the development of confidence and camaraderie—and culminates in a sense of accomplishment for all.

I keep my snowman kit in a plastic bin so that I know where all of the pieces are and keep the bin handy during the winter months. Every time I pull the kit out and the children scream with delight, I feel like a rock star! If you want to simplify your teaching and incorporate more STEM learning opportunities into your snow days, do yourself a favor and get a snowman kit.

The winter months offer endless opportunities to introduce children to the science behind the season as you explore and discuss environmental changes, physical properties, weather and temperature. You can pack a lot of STEM curriculum and vocabulary into your day by simply allowing your students to spend some time in the elements.

If the thought of getting all of your young snow explorers dressed and out the door feels daunting, check out our blog post, Incorporating Math into Your Cold-Weather Routines. You’ll learn how to set up separate “stations” where the children can don their own snow pants, coats, boots, hats, scarves and mittens. It’s a great system that teaches children about sequencing while encouraging them to become more independent as they gear up for their winter adventures.

It’s going to be a long winter, so bundle up and get some fresh air.  It’s good for the body, the brain and the spirit.

Stay safe my friends!

One bright fall morning, I notice that the noise level at Under the Gingko Tree is exceptionally low. A quick glance around reassures me that all of my early learners are safe and accounted for. Then I notice a quiet but intense play buzz happening in our rain garden, so I wander over to see what has captured the children’s unwavering attention for so long.

“See? We are using the log to make our hill!” Jameson explains to me. 

“We are rolling the rocks down the hill, but our hill has a tunnel!” giggles Noa. 

“They go in and then they roll down!” two-year-old Tariq tells me, trying to keep pace with his older friends.

“This rock is flat on this side. It won’t roll, just like Ricky!” Jameson reminds me. 

The rocks in the rain garden and a hollow log have triggered an idea from another one of our favorite books: Ricky, the Rock That Couldn’t Roll.

Ricky is a flat rock that can’t roll with his friends on their favorite hill. Ricky’s friends help him overcome his challenge and find a way for Ricky to play like everyone else.  

Suddenly we have piles of rocks that have the same names and characteristics as the rocks in the book. I love it when an idea takes hold and inspires creativity and collaboration as the children begin to plan an activity on their own.

We have a STEM morning unfolding in our outdoor classroom! When the children start using words like “in,” “down,” “over,” “under” and “next to,” they are laying the foundation for geometry. Oh, this is going to be a fun morning! 

As I watch the children design and develop models that represent their ideas, I think to myself, “This is what early math and science learning looks like.” Planning and carrying out simple investigations like this one will make your assessment nightmare seem like a dream. Math and science overlap so much in this morning’s quest for understanding. This is the kind of play that hones children’s problem-solving skills and enables them to meet important early learning milestones.

I see the young friends sorting and classifying piles of rocks—grouping the flat rocks together and then creating another classification for the rocks that will fit into the tunnel. I observe and listen as they demonstrate their comprehension of the sorting and classifying process by comparing and sharing descriptions. When children use words such as “short,” “wide,” “heavy” and “light,” they are using descriptors for measurement. When they are guessing, predicting, classifying and putting rocks in a specific order, they are engaging in early algebra. 

By making predictions, changing designs and collecting data for their next rock, the children are building the foundation for more advanced learning in data analysis and probability in the years to come.

“I think there is something blocking it in there….”  Jameson’s voice trails off as he inspects a rock more closely to see why it didn’t tumble in the way that he had expected. He has observed that the rock is encountering some resistance. This is friction!

This is how we lay the foundation of early science through childhood investigation and teamwork. Today, the children are learning about persistence and problem-solving, propelled by the simple but profound joy of creative play.

Now the children are discussing another STEM concept. “Should we flip the log on its other side or move it to a higher rock?” Jameson asks.

I introduce the vocabulary word for their latest STEM adventure: “elevation.”

“Like an elevator! It goes up to the top of the building!” Jameson declares.

I smile. It’s like throwing seeds into the wind. I never know which ones will land on a rock or take root in a little brain. Either way, this is learning through play. Changing the height (elevation) to get a faster roll is working with speed!

The children are also exhibiting a developing sense of spatial awareness as they work out where and in what direction the log should be placed.

“Maybe if we push it, it will go faster!” Sarah suggests.   

When you are working on those early learning standards, listen to the words that your students are using. When Sarah uses the word “push,” this is a change that leads to an action. The outcome of that action is an effect!

This is scientific investigation in progress. Words like “push,” “pull,” “launch” and “force” are all science action words. 

Ricky—the rock that started this play—is long forgotten. We have naturally moved on to racing our rocks down the tunnel. I am not sure that any child actually remembers which rock is “theirs,” but they know which rock came in first, second, third and last. These are the vocabulary words that tell us that the children are mastering rudimentary skills in numbers and operations. This is a morning of assessment magic! 

If you have ramps in your classroom, or this is the type of play that sparks your energy, try reading the book, Ricky, the Rock That Couldn’t Roll, aloud to the children. Then place some rocks that roll, along with rocks that don’t roll, in your block area. Observe the investigations that take place and check off some early learning standards of your own!

Happy November, my friends. Stay safe and keep playing!

]]> https://earlymathcounts.org/rock-and-roll/feed/ 14 13204 https://earlymathcounts.org/rocking-through-early-learning-standards/ https://earlymathcounts.org/rocking-through-early-learning-standards/#comments Tue, 15 Sep 2020 11:00:19 +0000 https://mathathome.org/?p=12229   Rock balancing or CAIRNS has found its way into our play again this week! Stacking and balancing rocks encourages math and science investigations that are always developmentally appropriate. My adrenaline starts flowing and a smile grows on my face when a two-year-old child exhibits an innate sense of how to balance many more rocks […]]]>

Rock balancing or CAIRNS has found its way into our play again this week!

Stacking and balancing rocks encourages math and science investigations that are always developmentally appropriate. My adrenaline starts flowing and a smile grows on my face when a two-year-old child exhibits an innate sense of how to balance many more rocks than her much-older peers. Children have their own unique gifts; we just need to give them opportunities to discover their strengths and talents.

For the record, environmentalists strongly discourage this practice because it disrupts the natural order of nature. I get that. When we are hiking or playing in the woods, we follow that rule. Our outdoor classroom has a dry creek and wonderful rocks collected from parking lots and estate sales. These are our math and science rocks that are used for play.

Children who are math-and-science ready are great problem solvers. When our friends explore the concept of stacking, they make observations, collect data and investigate shapes and sizes and weight. We count, we estimate, we balance, we hypothesize. It’s science, math, language and play all wrapped up in the beauty of nature. Nothing makes me happier than finding hidden stacks of rocks somewhere in our play yard—stacks that have been left behind by inquisitive children who didn’t need to please anyone but themselves.

Two-year-old Lauren created the “ant house” above. I love that she decorated her house with flowers. I watched as she wandered over to the sandbox on the other side of the play yard to return with a handful of sand to sprinkle on the roof. I love that intentionality and vision. I love that she is barefoot with a toenail that is black and blue and may fall off, evidence of some already-forgotten adventure that didn’t go as planned. I love that she is laying the foundation for later learning in math, science and engineering through play.

You can call it STEM, STEAM or STREAM, but it’s basic childhood play. It’s long hours of uninterrupted exploration as a child works to bring an idea to fruition. It’s the brain on fire, building the synapses of learning. It’s the cement in the foundation of a lifelong learner—the evolution of a visionary, problem-solving, risk-taking master.

I often hear early educators worry out loud about meeting the benchmarks or standards required by their programs. My tip for this is to bring in natural materials, give your children TIME to play, take photos and sit down with your standards. You will be shocked at how easy this can be. Engaging young children in daily problem-solving activities will help them develop the processing skills that pave the way for future lessons in math and science. This rock-stacking experience is all about shapes and spatial reasoning. This is geometry! This is engineering! This is spatial orientation as our rock stackers exhibit an understanding of location and ordinal position. Our young stackers are often meeting standards and benchmarks before they have the vocabulary to tell us what they are doing. They gather data about their surroundings as they figure out how to balance a specific rock in the stack. And if that rock won’t balance, they’ll try another. This is organizing data and information. They are busy making predictions about outcomes by playing with rocks.

Always bear in mind, however, that brain development varies in children.

Some children may not yet be ready to meet certain standards. Some may be advanced in one area, while others may be advanced in another.

This is when you are smarter than the standards! You can’t teach a rock to balance if the rock can’t balance. You can’t teach a brain a concept if it isn’t developmentally ready to process that concept.

This is why it’s important to reassure parents that their children will be just fine in life, regardless of their child’s test scores on any given day. You can look parents in the eye on Parent Night and share all of the standards that their children have mastered through play. Then you can assure them that play is laying the foundation for the brain development and problem-solving skills that will serve their children well throughout their lives.

So bring in the math rocks. Your students will soon be sorting, comparing and working with attributes. This is an early educator’s dream.

Best of all, it’s fun! Fun for the child, a true delight for the teacher to behold and such wonderful food for the brain.

Stay safe and keep on rocking on!

We have been seeing an abundance of artistic expression lately as our friends, neighbors and the children we care for embrace the pause necessitated by the pandemic and let their creative juices flow.

At times like these, I like to bring Andy Goldsworthy’s books back into our lives. I use Goldsworthy ‘s examples to teach my early learners and their families about ephemeral (pronounced ih-fem-er-uhl) art. Ephemeral art is short-lived. The children often refer to it as “earth art” or “land art,” but ephemeral is such a great word that I often introduce it to broaden their vocabulary.

Andy Goldsworthy is an ephemeral sculptor and creator who specializes in crafting art from natural and found materials. His books have inspired and challenged my budding artists for years. Goldsworthy’s goal is to celebrate and study nature by interacting with natural elements as intimately as he can. He generally works with whatever is available at the site of his design, including stones, twigs, thorns, muds, snow, icicles, brightly colored flowers and leaves.

So what does this have to do with math and science? Plenty! As we explore ephemeral art this month, you’ll be amazed by the many STEAM (Science, Technology, Engineering, Art and Math) learning opportunities that ephemeral art projects can provide—and the many early learning standards or benchmarks for math and science that you can meet through this amazingly fun art form.

When we begin to experiment with ephemeral art, we use natural resources (sticks, stones, leaves, ice, shells, sand) to create our own original designs. For the children, this involves collecting, sorting, grouping, designing and often patterning. This hands-on learning can be used to deepen children’s understanding of the aesthetic qualities of natural materials, to enrich their vocabulary and to get their creative juices flowing. Earth art is creative fun that can be done by everyone!

When children engage in design, they often use nonstandard units to measure length and capacity. They use vocabulary that describes and compares length, height, weight, capacity and size. They express wonder and curiosity about their world by asking questions, solving problems and creating art that may change course in the middle of their design process. Land art allows children to develop and use models to represent their ideas, observations and explanations through their designs. All of these creative endeavors will meet Illinois Early Learning Standards—and will very likely meet your state or institution’s early learning requirements as well.

We love to create our own earth art using whatever natural materials have made their way into our program. Sometimes, to get the children’s creative juices flowing, I will do the collecting and sorting. I will often model the process for the children by sitting quietly within sight and starting my own design. Sometimes the children will work on individual projects and, at other times, they will collaborate on group projects. We never know quite when the inspiration will kick in or where the design process will take us.

Our students understand that their creations are a gift to all who see them. But they also accept the reality that their art is ephemeral and may not be there when we return to the sites of our creative endeavors.

I feel that this concept comes rather easily to children who spend many hours outdoors. They understand that the seasons, weather and wildlife are ever-changing. The plant that they could jump over yesterday has literally grown overnight. The tree stumps that they balanced on yesterday are now slippery from the overnight rain. Growing up with these daily changes and challenges allows children to understand that their artwork, their building projects and even the vegetables in their garden may disappear overnight. We have some mighty hungry rabbits and raccoons in our neighborhood. Snapping a picture to document the learning and sharing it with friends and family helps to remind the kids that everything about nature is ephemeral.

This month, I have a challenge for you. Currently, as we spend the majority of our days closer to home, wouldn’t this be a great time to share earth art with our neighbors? To create visual offerings on the sidewalk, in the park or in the forest for passersby to discover and enjoy?

So embrace the pause! Bring joy into the lives of strangers by creating ephemeral art and fostering the development of early math and science skills in our youngest learners!