“Oh, I like your mosaic, Avery!” says Claire, who has wandered over to look at the mosaic that Avery has just created with sidewalk chalk and tape. “Yours only had triangles. We did squares and triangles and those long skinny squares.”

“Oh, you mean rectangles! I want to see it!” Avery exclaims. He jumps up to compare their creations.

Our days have been full of busy children drawing shapes and creating colorful chalk mosaics on the sidewalk. This activity offers many opportunities to work on shape recognition while extending the learning to the outdoor classroom.

Start by creating a shape on the sidewalk or a flat surface with masking tape. Divide the inside area into smaller shapes. If this is your first attempt at introducing chalk mosaics to your students, I would suggest beginning with a few small areas that measure about two feet by three feet, with smaller shapes inside.

Why start out small? The children can see results faster—and smaller is better for our youngest students, who haven’t yet developed the hand and wrist strength to color in larger shapes. On a more practical note, I’ve discovered that smaller shapes are better when the children are using smaller pieces of chalk.

You can always go bigger as the children get the hang of chalk mosaics. If you have an endless supply of wasabi tape, this easy-to-tear tape enables them to create their own shapes inside the larger shape. 

Leaving a basket of chalk nearby will invite the children to start coloring in the shapes. Once the children have completed the mosaic, simply remove the tape and admire the masterpiece! 

As your students learn to identify shapes, they can use spatial orientation vocabulary to describe the relative positions of the shapes. Preschoolers should understand and be able to use positional words such as above, below, beside, in front of, behind, next to, between, on, over, under and inside.

Shapes are the foundation of geometry. Geometry involves shape, size, position, direction and movement.

In early education, geometric skills include identifying and comparing shapes, differentiating between shapes and creating shapes.

Children need hands-on investigation to understand more than just naming or classifying shapes. Our chalk mosaics introduce children to simple shapes—as well as more advanced concepts such as symmetry, angles and fractions.

“My chalk is shrinking really fast!” giggles Rowan.

Oh, how I love shrinking chalk! Yes, we are definitely collecting data, making observations and noticing cause and effect.

But there’s more happening here than meets the eye. We know that the transition to smaller writing utensils helps promote the development of better gripping skills. As the children continue to draw and their pieces of sidewalk chalk get shorter and smaller, they are effectively transitioning to smaller writing tools and increasing their grip strength.

We try not to rush writing in our young learners. But when it happens spontaneously, we try to promote the use of smaller pieces of chalk, crayons or pencils to help them develop age-appropriate gripping skills.

These are all bonuses for kindergarten readiness—above and beyond the early math learning standards. This is the foundation that we talk about when we play our way into academic life. These small steps will enable our children to succeed when it’s time to sit at a desk. 

I have a few insights into the hidden benefits of chalk play—insights that can be shared with parents who may question the value of outdoor play and its role in advancing their children’s kindergarten readiness. Kindergarten, sadly,  involves a lot of sitting time. Children need strength throughout their bodies—including strong core muscles to sit all day. When children get down on their hands and knees and support their upper-body weight with their arms and hands, this strengthens their core muscles, as well as their shoulder muscles, which are so important for fine motor dexterity.

There’s a lot of math built into our chalk play. Follow the lead of your students, connect the curriculum to the play and you’ll meet your learning standards every day!

Looking for more ways to play with shapes? Extend the learning with these Early Math Counts shape lesson plans!

“I-am-a-robot!  I-can-do-anything!” squeaks Terrell in his best four-year-old robot voice.

“Oh, I like that you used that octagon for your robot’s head,” says Michaela. “I am going to try that!” 

We are deep into robot construction this month and robots are popping up all over our play spaces. We are constructing robots from clay. We have block robots. We have MagnaTile robots and button robots. What a great opportunity to work on shapes and spatial reasoning! 

When children play with shapes, they are building rudimentary skills that lay the foundation for later math learning, as well as reading and writing. Shape recognition and identification can help children understand signs and symbols. Children begin to notice shapes before they have the language to name those shapes. In the toddler and preschool years, children learn to name their first shapes: circles, squares, triangles and rectangles.

Shapes are the foundation of geometry. Children need hands-on investigation to understand more than just naming or classifying shapes. Our robot play acquaints children with simple shapes—as well as more advanced concepts such as symmetry, angles and fractions—as they engage in activities such as measuring, counting or investigating 2D and 3D shapes.

Geometry involves shape, size, position, direction and movement. In early education, geometric skills include identifying and comparing shapes, differentiating between shapes and creating shapes.

During our robot-building bonanza, the children are combining shapes in their constructive play. I watch as they learn that they can combine two squares to make a rectangle. They begin to see what happens when they turn a shape upside down. It is still the same shape even if it looks different. 

Research suggests that preschoolers’ early mathematics learning—including spatial-thinking skills—is related to later success in both reading and math. When children hear us use spatial terms to describe the size, shape and location of objects—and then adopt those words themselves—they perform better in activities requiring spatial skills.

Playing with blocks and puzzles and using spatial words such as above, below, across, on top of, inside and outside enables children to talk about where things are located. This strengthens their understanding of these concepts as they use the vocabulary words repeatedly throughout their play.

Geometric shapes are a kindergarten common core standard, and when children actually play with shapes, the learning becomes deeper, more intentional and more relevant. When children manipulate 3D shapes during hands-on play, they build a deeper understanding of these shapes.

Research has also shown that young children’s spatial skills—rather than their numerical abilities—predict their overall mathematics achievement. The key skill is visualizing what the shapes will look like when they are combined or rotated (Young et al., 2018). A focus on shapes and spaces may provide a more accessible route to math for some children, rather than focusing on numbers alone.

Spatial reasoning develops when children learn how to recognize relationships between 2D shapes and 3D shapes. How is a circle like a ball? How is a square like a box? As children discover that they can rotate, flip and rearrange shapes in different ways to change their possible shape and direction, they become increasingly aware of 2D shapes.

There is a lot of math built into our robot play. Follow the lead of your students, connect the curriculum to the play and you’ll meet your learning standards every day! 

Looking for more ways to play with shapes? Extend the learning with these Early Math Counts shape lesson plans! 

“I did it! Look! I did it! I hammered it all the way down!” shouts three-year-old Gabe with pride.

This is our preschoolers’ first day of learning how to hammer nails into stumps. “Playing with dangerous tools” is one of the top six activities that children enjoy when engaging in “risky” play. Risky play is about boundary testing, which leads to greater self-confidence, increased resilience and better risk-management skills. Today’s activity—which teaches life skills along with math and science—is a popular one with our preschoolers.

We want the children in our care to develop and understand relationships with objects, places and people. In math, we refer to these as spatial relationships. To help foster the development of spatial awareness, we must provide opportunities for young children to explore and investigate locations, positions, directions and shapes. As we build the foundation for spatial awareness, we are introducing children to geometry, perspective, measurement, size, composition and decomposition.

Children love tools, but we worry about safety, risk, liability and the comfort level of administrators and parents. Here’s how we “baby-stepped” our way into the world of tools. First, we prepared our logs by pounding large roofing nails into the top of each log:

Then we set up a work area. We used chalk to draw a large circle around each log and explained that each circle represented a DANGER ZONE. These circles have proven to be very effective visual cues for our young learners. Before the hammering started, we discussed the following rules: “No one can walk into a DANGER ZONE except for the one child who will be hammering in that specific DANGER ZONE. One student, one stump, one hammer. No one can enter anyone else’s circle. The hammer doesn’t leave the circle.”

Our work area looked like this:

Next, we distributed safety glasses, hard hats and work gloves. If you are three years old and decked out in equipment like this, you know that you’re engaged in serious business right from the start. We quickly learned, however, that the hard hard hats slipped down over little faces, and that the gloves didn’t allow for a great grip because they were too large for little hands. You may have better luck, but we came to the conclusion that the Dollar Tree safety glasses were sufficient to convey the idea that this was “Serious Business” and dispensed with the hard hats and work gloves.

We didn’t have tools that were the right size for the children when we first introduced the use of tools at our center, so we used what we had. But don’t let that stop you. The children will figure it out. If the hammer is too big, they will grip the handle higher up for better control. This is problem-solving. When administrators and parents see the safeguards that you’ve put in place—as well as the skills and confidence that young children gain through this type of hands-on play—it will be easier to secure the funding that you need to buy child-sized tools for your little carpenters in the future.

During the first week or two, the children will concentrate on simply hitting the nails. But, as time goes by, they will learn how to start the nails as well. As the children manipulate tools, they will learn about weight, balance, strength and the textures of the materials. They will develop better eye-hand coordination and dexterity, as well as fine-motor skills, which will help them hold a pencil when that time comes. Hands-on learning with tools also teaches children concepts such as problem-solving, counting and measuring.

Start out small. Baby step your way into playing with tools. The math and science are already incorporated into this toolbox. Trust yourself and the kids. If you build it, they will come.