I frequently hear early childhood teachers introducing shapes as a curricular concept to children.  This is good – understanding that shapes have attributes and names is important. But shape goes far beyond circles. squares, rectangles and triangles.  This example is the kind of thing I often see in the field.

These are the first several pages of a mini book that was available for children to work on during free play.  You might argue that it is OK.  It is a book about “Shapes” and children can color in the shapes to explore their attributes.  As you can clearly see, Louie couldn’t be bothered to even finish coloring in the pages (there were 2 more after these, also left blank).  As a coloring activity (supporting fine motor skills) it is OK although I know there are better ways for children to use their developing fine motor skills.  Mostly, I think activities like this are a waste of paper.

Next, take a look at a “Shapes” book that Noah made when he was 4.  I am not going to tell you what each page says (you have to figure it out by practicing reading his invented spelling attempts).  Notice how there isn’t a circle, square, or rectangle in the pages- but they certainly are “Shapes”.  Why do you think I believe this to be a much more meaningful exercise for children?

I like to allow the children to create whatever they want, especially when I am first introducing the concept of bookmaking to them.  Later, you can help them with ideas by putting out specific materials that might spark interest (stickers, stencils) or you can create simple templates in the books themselves that allow the children to explore a specific idea.

You might write the word “Number” on the first page and then number each subsequent page with 1 – 6 (or 10, but I wouldn’t go beyond 10).  Explain to the children that they can illustrate each page with pictures that represent the number on the page.  This “Number” book offers an opportunity for children to explore number as a part of the language of math.

Here are 2 pages from a book that Noah made.  This whole example was filled with “dots” that represented the numbers.

He wrote his own numbers, but you get the idea!

This month Early Math Counts is going to explore Math as a language unto itself.  On Tuesdays I am going to finish unpacking the Common Core (Sorry, but it’s got to happen!). On Wednesdays, I am going to introduce some websites that explore math vocabulary both for you (the grown-ups) as well as for young children.  On Thursdays, look for interesting ideas for activities that enhance Math as a language.  We will continue to look at ways to support families as they support their children.

All around the world, people speak Math.  As with all other languages, the rules of grammar, syntax, vocabulary, usage, and diction are specific and should be used exactly. And as with all other languages, this ability develops when children are exposed to it early and often.  Think of children who are lucky enough to be born into families with more than one home language.  The languages spoken fluently and regularly to these children become deeply ingrained in the their brain’s language centers.  As a regular part of development, these children become bilingual naturally.

Imagine if we all spoke Math to children early and often.  How would that change children’s future math competencies?  Exposure to the language of Math will change as children grow.  The earliest years can be filled with songs, stories, finger plays, books, and dramatic play with mathematical concepts at the center of these activities.  Each day, we make choices about what songs to sing, what books to read, and what activities to set up in the dramatic play area.  Regularly choosing mathematically themed options will support children’s emerging Math language.