Mathematics in the EYFS: Counting - In total

There are two meanings of counting in early childhood maths. Saying the number names in order is one way, like counting to ten when you are playing hide and seek. The other way is counting how many objects there are. The second kind of counting needs more understanding and more skill, and as adults we often forget what a complex task this kind of counting is.

Once children know the number names in order, other skills they need to learn are:

• co-ordinating saying one number with touching one object at a time

• separating the objects counted from those not counted

• recognising a small group of objects without counting.

Two concepts that underpin later understanding are that the final number said describes 'how many,' and that rearranging the objects does not affect the amount.

How children learn about counting

Children learn to count things through practice, so the more often they meet occasions when they need to count, the easier they will find it. When children first start to count, they count things as an activity in itself and not necessarily to answer the question 'How many?' It is only later that they understand that the purpose of counting is not just saying the words in order.

Counting is often a social activity and, as they begin to learn the sequence of number words, children imitate the behaviour of adults and start to try to co-ordinate the saying of the words with pointing or touching the objects they are counting. We can help to develop children's understanding of the reasons for counting by saying why we are counting and the result: Now that we've counted the scissors, we'll know if any get lost.

As children develop their counting skills by, for example, learning the sequence to a higher number and not having to physically touch each object, they begin to understand that it doesn't matter which order the objects are counted in or whether they are in a line, a circle or randomly arranged.

As children's counting skills become more sophisticated, you will notice that they self-correct and put in place checking mechanisms. Counting is a very important skill for children to master: those who can count efficiently have a better chance of success in understanding addition and subtraction and the number system.

Counting

To help children learn about counting:

• model how to count by touching each object once as you say a number, and explain that you are making sure that you don't count any object twice by putting them in a line or a pot or turning them over as you count each one.

To help children understand why we count:

• at fruit time, count how many pieces of fruit there are and discuss whether there is enough for everyone.

• check with the children at tidy-up time that all the scissors have been put back in the tin and that none are lost.

To help children understand counting:

• ask the children to count out ten counters from a box of 80. That way, they must decide when to stop counting rather than carrying on until the objects run out.

To help children learn that the number of things stays the same when you rearrange them:

• count the children in a group and then rearrange them and re-count

• count bricks in a tower, then knock it down and re-count

• count beads in a string and count again from the other end

• provide interesting things to count. Include objects that need to be counted and can be moved and touched, such as beanbags, as well as objects that don't and can't, like leaves on a plant.

Signs of progress in counting reliably up to ten everyday objects:

• knows some number names

• recites a sequence of number names in the right order

• attempts to count objects, but doesn't match one number name with one object

• says just one number for each item counted, up to about three

• says the number names and co-ordinates it with touching the objects, which might be bricks or counters, up to five or ten

• can count out a given number of objects from a larger collection

• shows an understanding that objects are only counted once and that the last number spoken is the number in the set

• can count short-lived things, such as sounds, hops or water drips

• understands that the order in which the objects are counted doesn't matter and shows that when necessary, they self-correct or check their counting

• is very confident in counting sets of objects up to 20.

Child-initiated play

Come and count table Provide a selection of interesting things to handle, discuss and count, and containers of various sizes and some with lids. Develop the play by changing containers and adding pencils and Post-it notes for children who want to record their counting.

One by one Put small characters such as toy dinosaurs or ducks in the sand or water tray and ask the children to scoop them out with a tea strainer and to count how many they have collected. Develop the play by challenging the children to use tongs to pick up the dinosaurs one at a time until they have collected five, or use the tongs to rescue five people on to a boat floating on the water tray.

Five in a bed Supply soft toys, the story or songbook and some small wooden beds. Sing 'Ten in the bed' but sing it forwards by starting with one in a bed and going as far as five. The children can then decide for themselves how many can be in the bed.

Adult-led activities

Froggie circles Set out plastic bangles on the table and give each child a few small frogs. Let the children take turns to put the frogs one at a time into the bangles, and count the number of frogs in each bangle. Then take it in turns to remove two frogs, until the circles are empty. Develop by asking the children to decide how many frogs can sit inside each bangle. Ask: I wonder if there will be enough frogs to put one in each bangle? How many more turns do you think you'll have before all the frogs are in the bangles?

Count the chimes Tap a chime bar a few times and ask the children to count silently. With their fingers, have them keep count of the number of chimes you made and show the total. Now invite a child to make the chimes and do your own finger counting with exaggerated gestures. Develop by saying a number first and then making the chimes. Shannon thinks it was six chimes. Who else thinks it was six? Was the number of chimes you heard the same as the number I said?

Provision

Cooking area Organise a biscuit baking activity. Ask the children to make two biscuits each, ice them, then choose five sweets or raisins to decorate them.

How many raisins have you got? I wonder how we can find out how many more sweets you need to make five.

Construction area Provide a wide range of building materials, including recycled ones. The children can choose any ten pieces to build a palace. Take digital photographs of the constructions for a display. Work together to build a huge palace with ten large cartons. Ask: How many pieces have you used so far? Will it still be ten pieces if we start counting from this box?

IMPORTANT WORDS AND PHRASES

number, zero, one, two, three ... to 20 and beyond, How many?, none, count, enough, more, less, guess, estimate

ASSESSING CHILDREN'S DEVELOPMENT

If a child:

- uses a string of number words in no particular order when playing

- joins in counting activities but does not know the correct number sequence, and does not use a number word for each object counted

- brings you one apple when asked to do so

then they may be on this step

- shows an interest in numbers and counting

- uses some number language, such as 'more' and 'lot'

- has a positive approach to new experiences

If a child:

- recognises the number of spots on a card or domino without counting, up to about three

- counts out one, two or three spoons and gives them to you, with support

- attempts to count more than three objects, using some numbers in the correct order, and pointing (more or less) to one object for each number word

then they may be on this step

- uses some number names accurately in play

- recognises groups with one, two or three objects

- shows curiosity about numbers by offering comments or asking questions

- takes initiatives and manages developmentally appropriate tasks

If a child:

- spots an error when 'silly teddy' counts out six skittles

- counts five drumbeats

- makes four jumps when asked to do so

- counts a set of objects such as toy cars, saying one number for each car as they count, and moving the cars aside to avoid counting them twice

then they may be on this step

- spots errors in techniques of counting objects

- counts objects by saying one number name for each item

- counts out up to six objects from a larger group

- counts actions or objects that cannot be moved

- counts an irregular arrangement of objects

- displays high levels of involvement in activities

If a child:

- uses their fingers to represent numbers up to ten

- uses counting to solve problems, such as finding out if there are too many children at the water tray

- tells you with confidence that the number of beans hasn't changed just because you moved them closer together, or spread them out

then they may be on this step

- says number names in order

- counts an irregular arrangement of up to ten objects

- estimates how many objects they see and checks by counting

- counts reliably up to ten everyday objects

- works as part of a group. taking turns and sharing fairly

If a child:

- uses counting to solve problems, such as finding out if there are enough pegs for the coats

- counts sounds, people or objects to 20 or even higher

- counts things they can't see, but know about, such as people in their home

then they may be on this step

- counts up to 20

- sustains involvement and perseveres.

About this series

This series aims to:

- build on practitioners' knowledge of how children acquire numeracy skills

- offer ideas on how to help children develop these skills.

Each part will focus on an aspect of numeracy included within the 'Problem-solving, reasoning and numeracy' area of learning in the EYFS.

Authors Sheila Ebbutt and Carole Skinner are managing director and product development manager respectively of BEAM, which is dedicated to promoting excellence in mathematics education.