Maths is fun! I love using maths as part of our everyday routine in my childminding setting; this makes learning feel more fun rather than formal. Learning one or two simple concepts should be the aim, instead of too many; extensions or adaptations can always be added later. Remember the three I’s (intent/implementation/impact) to help you plan a relevant activity. Most importantly, both adults and children must be interested in the activity, otherwise it will not be fun and the learning will not be as effective. The way we teach is just as important as how children learn; just letting a child play is simply not enough alone, and we need to implement a balance of child-led and adult-led play. This is how children achieve their next steps.
When planning activities for children, it’s all about understanding how they learn best. There’s no point trying to sit a child down with a book if they’re too busy twirling around the room! Likewise, if a child is deeply engaged in their own play, they might not be interested in joining a group game. The key is to observe how they choose to play – because that’s how they learn.
Repetition is a fantastic way to help children engage with Maths and numbers during their everyday play. For example, counting as you walk up and down the stairs builds a natural connection between numbers and routine. If a child is saying numbers aloud but skipping a few, focus on getting the first few in order rather than expecting them to master all ten at once. Giving them the space to figure things out for themselves – rather than jumping in with the answers – helps build confidence. When reading, try pausing for a few seconds to let them process and respond. A great book for this is “The Very Hungry Caterpillar” – the children love joining in to count all the food! Over time, they’ll start to anticipate the next part of the story. Dr Julian Grenier, an early years expert, points out that reading the same book over and over is more beneficial than switching it up too often, so if they keep bringing you the same one, go with it!
You can also challenge their memory by asking, “What happens next?” This not only strengthens recall but also teaches them about sequencing in stories.
Maths can be a brilliant motivator for everyday tasks too. I’ve lost count of how many times a simple counting game has helped a child drink more water when they weren’t keen. Even a quick “1, 2, 3” before using hand sanitiser can make the task feel fun rather than a chore. The idea is to show them that sometimes, getting the ‘boring’ stuff done quickly means they can move on to something much more exciting!
Space and measure – how to incorporate Maths?
To understand what sparks a child’s curiosity and how they learn, we need to be observant – picking up on the little details in their play and making connections. For example, if a child is constantly scooping and pouring in different environments, we can build on that interest by introducing Maths. We might count each scoop together or offer containers of different sizes with numbers on them to explore filling, emptying and measuring.
For children ready for a bit more of a Maths challenge, this can develop into number recognition and discussions about how the size and shape of a container affect how much it holds. We can also introduce the idea of materials – how strong they are and why that matters. Even pouring different liquids brings learning opportunities! Talking about how speed changes depending on the weight and consistency of what they’re pouring helps them grasp early Maths and physics concepts in a hands-on, playful way.
The language we use is very important, e.g. bigger/taller, heavy, light, narrow and wide. Making comparisons and giving children problems to solve using tangible things.
Making links
- Loose parts (e.g. buttons of different sizes, gems, shells, mini scoops and bigger ones)
- Sieves and funnels – to experiment how much will fit into a container and fit through different-sized utensils
- Test tubes of various sizes and tiny tongs to develop fine motor skills
Exploring shapes
If a child is often drawing circular shapes or spinning on the spot, they’re clearly fascinated by circles – and there are so many fun ways to build on that interest! Over time, those intricate circles they draw can even help them form letters.
To encourage their love of shapes, we can offer plenty of opportunities for hands-on exploration. This could mean giving them space to spin, curling up into a ball during yoga, or even using knives and cutters while baking. Talking about the properties of different shapes – then moving on to 3D ones – helps deepen their understanding. We can count the sides and corners together, turning everyday play into a Maths learning moment without them even realising!
Making links
- Sequences of different movements like roly-polies and circle games like Ringa Ringa Roses
- Exploring circular-shaped objects and using words like ‘oval’ and ‘cylinder’
- Playing games where everyone takes turns to roll a dice, then find that number of a specific-shaped object
- Making big and small circles outside, whether whole body movements or gross motor mark-making
Sequences and patterns
Children naturally explore sequences and patterns when arranging objects – some like to scatter things randomly, while others place each piece with great precision. This can lead to fascinating conversations about what they’re creating! They might not even realise their arrangement looks like something real or is purely abstract.
By asking why they chose a certain colour order, we get a glimpse into how they see and form patterns in their minds. From there, we can link it to the world around them – spotting patterns on flowers and animals or noticing the colours of passing vehicles. Do they follow a sequence? Are they symmetrical? These little observations help children connect their play to the bigger picture of how patterns exist everywhere.
Making links
- Play hopscotch encouraging the children to help draw the squares and numbers
- Hop, skip, jump to learn a sequence of movements
- Use natural resources to create patterns such as leaf, stone, stick and asking the child to carry it on
- Use paper and a pencil to draw over textured surfaces for beautiful patterns outdoors
Alongside this, we can weave time-related language into everyday conversations. A simple clock can help with number recognition, introduce fractions and even turn the tick-tock sound into a fun way to explore sequences.
In daily routines, children feel more secure when they know what’s coming next and how long they have for each task. Saying things like “In five minutes, we’ll tidy up” or “Mummy will pick you up at 5 o’clock” helps them start using time-related language themselves – making time feel more tangible and meaningful.
Read more from Priya here:
Building Healthy Eating Habits In Children From The Start
Creating Calm Spaces In Early Years
