Nursery Equipment: Mathematics - Level best

There are many opportunities for children to develop mathematical ideas in the outdoors. To be effective, however, the experiences need to be practical and repeated many times, and offered in several different ways, so that the children can internalise the concepts and reach a stage of 'knowing'. It's important, too, to avoid rushing children into abstract ideas before they have a wide base of experience on which to build. To achieve this, practitioners need to be clear about what is relevant and what is not.

In Threads of Thinking (2nd edition, Chapter 5), Cathy Nutbrown refers to research which produced evidence of children investigating a variety of mathematical and scientific ideas through natural schematic play. These included spatial order, size and shape, number, sorting, measure, time, position and estimation.

Understanding children's schema and how they can be used to advance their mathematical thinking is important for early years professionals, as it helps practitioners to provide a rich and challenging outside environment and sufficient time for the children to access it.

This kind of learning is much more demanding than the more structured and planned learning of older children, and reinforces the need for adults to take time to observe, listen and get involved in play.

SIZE, SHAPE AND SPACE

Children need many experiences using a variety of shapes before the words 'circle,' 'round' and 'square' make sense to them. They need to explore spatial relations using their bodies and all their available senses. Opportunities to explore ideas of space and shape arise through:

- running, jumping, climbing up and down, crawling inside spaces and on top of equipment

- fitting objects into wheelbarrows, dolls in prams and natural materials into boxes and baskets and transporting them

- using materials in different shapes and sizes to build dens, bridges and enclosures

- enveloping themselves and objects during role play

- 'painting' large areas with water and decorator's brushes

- exploring objects that roll/don't roll

- seeing shapes in the environment

- playing ring games, enjoying action rhymes

- moving large equipment

- building and using obstacle courses - over, under, through

- using carpet squares to cover an area or make paths

- filling containers and using moulds in the sand, and

- acting out familiar stories such as Goldilocks and The Three Bears.

RESOURCES
- Large equipment (for climbing, sliding, swinging)
- crates, tyres, planks, boxes, cones, cylinders, cable reels in various sizes
- drapes selected for their mathematical properties (different lengths, widths, patterns and textures)
- natural materials (pebbles, leaves, gravel, etc)
- buckets, baskets, boxes in different sizes
- carpet squares
- trucks, wheelbarrows, prams.

PROBLEM-SOLVING

Children are constantly building on previous experiences, using their new knowledge in different ways. This involves them in a necessary struggle as they search for solutions and answers. As children play, there will be opportunities for sorting, classifying, ordering and comparing, which help develop problem-solving skills.

Children will develop these skills in an outdoor space where they can:

- look, touch and investigate

- interact with others - talking, listening and sharing ideas

- copy, repeat and revisit experiences

- ask and answer questions related to their interests, and

- be allowed to work out solutions for themselves.

RESOURCES
- time
- space
- challenging resources
- interested adults
- talk.

MEASURE

Opportunities for children to develop ideas will arise through:

- comparing length as they construct a plank roof for a den

- experiencing different sizes, weights and lengths as they build with hollow blocks

- comparing two buckets to see which holds the most water

- using a box of carpet squares to make a path to the fence

- fitting grocery packages into a trolley and blocks into a truck

- using ropes, string, washing lines and pegs to explore an interest in connecting

- planning and preparing role-play journeys, such as a picnic, or using a well-known story such as We're Going on a Bear Hunt

- pouring water down guttering, throwing bean bags into buckets

- using pulleys to explore lifting different weights

- accessing their own water from an outside tap

- having tea parties and making meals in a 'house' they have made

- using real measuring tools in role-play situations, and

- filling trays and plant pots to sow seeds and plant bulbs, using different-sized watering cans and observing growth over time.

RESOURCES
- Jugs and containers in different sizes for sand and water play
- tea sets and cooking equipment for house play
- plant pots in varying sizes
- carpet squares
- planks and string for constructing
- stopwatch, tape-measures, trundle wheel, etc
- large sand timers (to help with turn-taking on favourite equipment)
- pebbles, leaves, bean bags, etc for filling containers and comparing weights.

PATTERN

Children notice patterns in the environment that connect with a particular interest, so a child absorbed by straight lines will be drawn to brickwork and grids. An interest in circularity will draw a child to spiders' webs and the shell of a snail.

If children have access to a wide variety of materials, they will often choose to represent these ideas by creating patterns. When adults have tuned in to a child's schematic interest, they can then intervene in appropriate ways; for example, to help children to discuss and describe their patterns and introduce mathematical language in order to move them on in their thinking.

RESOURCES

- A variety of natural and found materials to explore patterns in the sand or on the ground

- balls, hoops, quoits, ropes and bean bags

- musical instruments for exploring beat patterns.

NUMBERS AS LABELS AND FOR COUNTING

When it comes to number and counting it is important that the learning is directed by the children themselves, and that it is enjoyable, meaningful and purposeful - rather than counting just for the sake of it. Opportunities arise to introduce addition and subtraction through practical experiences as children count.

Children can explore counting and number outside through:

- reciting counting words and becoming familiar with the correct order as they count actions such as jumps and giant steps

- acting out number rhymes

- counting in a meaningful context; for example, natural collections of leaves and conkers, enough plates for a tea party

- recognising numbers as part of play, as in numbered parking bays and a house number for a den

- using large dice to play games, playing hopscotch

- using musical instruments; for example, a drum to count a beat.

RESOURCES
- Large dice and a set of numeral cards (1-10)
- chunky chalks
- numbered bean bags
- skittles
- natural materials (shells, leaves, conkers, and so on)
- balls, bean bags, quoits
- resource boxes for number rhymes
- telephones, calculators and cash registers for role play
- counting rhyme books.

THE ADULT ROLE

The role of the adult in developing children's mathematical skills outdoors is to:

- develop a quality outside environment that will stimulate and develop mathematical learning

- choose equipment and resources for their sound mathematical value

- ensure there is plenty of uninterrupted time for children to be outside

- provide a variety of opportunities for counting

- introduce numbers and measures meaningfully

- encourage children to look for patterns and shapes in the environment

- support and encourage children to solve mathematical problems

- support children as they pursue their persistent concerns, using a knowledge of schema to plan the next stage of their learning

- introduce mathematical language when appropriate

- encourage children to use their ways of recording, and

- share a child's interests and achievements with parents and carers.

BEST BUYS

Big Outdoor Maths Box (£245) from BEAM (www.beam.co.uk) - a collection of equipment including dice, jumbo numerals, number tiles, bean bags, quoits, balls, chalks, cord, practitioner's notes and wheeled storage box.

Trundle wheel (£19.99), sand timers (from £10.99) and a digital stopwatch (£3.99) are all available from Commotion Group (www.commotionstore.co.uk)

Community Playthings (www.communityplaythings.co.uk) provides large hollow blocks (from £320), pushcart (pictured, £117) and wheelbarrow (£116)

FURTHER INFORMATION

- 'Mathematics in the EYFS' by Sheila Ebbutt and Carole Skinner (Nursery World, March 2007 to January 2008, www.nurseryworld.co.uk/archive)

- Threads of Thinking by Cathy Nutbrown (Paul Chapman)

- Exercising Muscles and Minds: Outdoor Play and the Early Years Curriculum by Marjorie Ouvry (National Children's Bureau).