In the early childhood classroom, a teacher can use a popular directional song such as Going on a Bear Hunt and modify the movements to teaching math concepts. The lyrics can be composed by the children using the premise of going on a hunt (lion hunt, princess hunt snowman hunt etc.) to find a treasure or make it to a destination. Integrating the developmental areas of movement and math will give the teacher a perspective on the child’s ability in these areas as well. 

A board game can be created with large poster boards taped together to create a walking path. Create lines for spaces  on the boards so the children can move to and from them during the game. For this game, a large life size die would be the most fun and creative for the children. 

To introduce the game, teachers can play the bear hunt song before the game to get the children excited about the activity they are going to engage in. Then during the game, the children can roll the die and pick a directional card that says (for example), “move 3 spaces to grab your backpack for the bear hunt”. These directional cards can incorporate the theme of the song, having the child collect the items they need in order to be prepared for the hunt. After the game has been played, the teacher can play the song again to recreate connections for the children.

This game can be played as a cooperative game with young children to collectively make it to the finish line with all of the items needed for the bear hunt or as a competitive game. The children can change the rules of the game each time they play. For example, “the player that collects the backpack can automatically proceed to the finish line”, might be a rule that the children come up with.  Thus, getting the backpack makes you get to the finish line first! This technique can assist with keeping children engaged once they have mastered one set of rules. Later children can add new directional cards to the game, for example “Move 2 spaces then do 5 jumping jacks”. This can challenge children at different cognitive levels. Interactive games can increase engagement, which will give children a chance to learn new information or recall previously learned knowledge. Adding this to a classroom can be fun and engaging while promoting team building and math skills.

This can be a small group activity in the class and can span multiple days. The teacher can assign small groups based on children’s similar interests. To create the board game you need supplies such as a large white board, colored sharpies, rulers, tape, glue, and your book related themed items such as stickers and other fun decorative items. Reading the book and presenting the idea of making a game from the theme of the book will most likely help get the children intrigued. Once the board game is created, the adult can guide children in writing the rules of the game. Use the children’s own words and help guide them to create sensible and manageable game rules.

The game can cover many different math concepts such as one-to-one correspondence or basic counting. Creating a board game allows you to modify the rules based on a young child’s ability and frustration level. Making a game with a spinner with the numbers 1-5 is a great way to foster numeral recognition.  Then, when a child moves a token the correct number of spaces, cognitive connections start to be made about the number symbol and the amount it represents. To make a game more challenging, a die can be used or multiple dies where the the child must add up the total pips and then move the correct spaces.

One of the benefits of creating your own board or card game is that the child can decide when they are ready to challenge themselves. The child can create a game that can be played with one player, and this can help the individual child learn without having the pressure of others watching. Other games can be played with multiple players, using partners or the collective.

Creating games can also help children connect with their artistic personality by giving them the freedom to decorate the board and game pieces based off of their interests. This will keep the child stay engaged, and encourage self initiative. Learning is most powerful when connected to a child’s interests and making games can be a rewarding and fun part of the learning process

One strategy involves the parent or caregiver making a daily mealtime chart and marking or logging whether the child ate their meal or tried a new item; the child should be a part of this process. The chart can state the date and the number or tally mark indicating that a meal was completed that day. If a new food item was tried, that item can be logged as well. A parent or teacher can create this chart with the young child, explaining that each time they eat their meal or try a new item they will receive a mark on their meal chart. The parent can incentivize the child by including an end reward if that is a factor they want to include.

At mealtime you can have the child mark their chart and ask them “How many marks do you have today?” You can assist the child in counting the tally marks. Then, once the child states the number you can ask “If you try a new food item tomorrow, how many will you have then?” This requires the child to mentally count or add on, which is a more complex mathematical skill than simple one to one correspondence. For example, if the current tally is 5, when the young child eats a meal the next day the number would be 6. Once the numbers begin to increase the parent or caregiver can state, “You have 6 meals, if you add one more meal how many meals will you have eaten?” This statement is slightly more complex then the first, because now the child is being challenged with the concept of adding on.

Creating this chart, using it daily, then analyzing the data can be fun for young children because they have been involved in the process of creating the chart/game. This can help make mealtime an enjoyable part of their day. This mealtime game can be played at any time and any where eating takes place. It can be used for snack, dinner, lunch or even drinking water. Children tend to become more intrigued and engaged if they are involved in creating their learning tools. Mealtime can now become fun and exciting while learning!

Developmentally, young children are at a stage where playing competitive games will create conflict among players. It often takes an adult or more knowledgable other to provide appropriate guidance. Helping children to stay focused on the objectives of the game and assisting them in taking turns and playing fairly are some of the tasks adults should take on when working with young children involved in playing games.

Instead of competitive games, parents and teachers can use cooperative games to teach math, science and other content areas without the social emotional conflict of having a winner or loser. Cooperative games are suited for children at multiple developmental ages and stages. Cooperative games often include all players working together to reach the final goal. Many children enjoy playing cooperative games because they eliminate the emotional “winner” and “loser” aspect of competitive games.

Using cooperative games to help teach mathematical concepts to young children is a fun way for them to develop simple to complex mathematical thinking and skills. These games can help to introduce and reinforce different math concepts such as number recognition, composing and decomposing, and 1-to-1 correspondence. The games can start simple —the child moves the game piece the number stated on the rolled die– to more complex such as addition and subtraction.

Some examples of cooperative games that are great for teaching early math concepts are Count your Chickens,   Mermaid Island,  and Hi-Ho Cherry-O. These games help develop math skills, social/emotional skills and problem solving techniques in a non-stressful environment.  

Count your Chickens is a fun game that helps children learn counting, by having them spin the spinner and then moving the correct number of spaces to collect that number of chickens. This game can be played with preschoolers as early as age three. Once children begin to master a game, they will continue to enjoy the game until they are ready to move to a more complex game. These types of games promote positive self esteem among young children, which assists in motivating them to take on more challenging concepts.

In the classroom, a teacher can set up the environment for the children to participate in a cooperative game by introducing the game at large group time. Then, the teacher can create a sign up system for the children. Children are going to be eager to participate in the new game, so you may have lots of children wanting to participate. Make sure that all of the children understand that they will eventually have a turn playing the game.  Once the children have mastered the game, the teacher or parent can remove themselves as participants, observing the children.

Teachers and parents can use cooperative games to introduce and develop basic to complex concepts in all subjects. Games are a fun way to encourage patience, turn taking, math, science, literacy and so much more.