This resource outlines some strategies to embed early numeracy in your early childhood education and care setting.

Engage in sustained shared conversations with children

One way to develop early numeracy in children is to engage in ‘sustained shared conversations’. The Early Years Learning Framework states that sustained shared conversations are an important strategy for educators and teachers to employ. By asking children questions, educators can prompt children to explore their ideas in more depth. Educators can extend children’s thinking by working together to solve a problem, clarify an issue, evaluate learning experiences or extend a narrative. Opportunities for engaging in sustained shared conversations can occur throughout the day during routines, transitions, planned and spontaneous experiences.

Strategies for engaging in sustained shared conversations with children aged 3-5 years are outlined in the following table. For examples of sustained shared conversations that develop children’s literacy and executive function and self-regulation skills, see AERO's literacy and executive function and self-regulation resources.

Strategies for sustained shared conversations

Question stems to encourage conversations

  • ‘How did you know…?’
  • ‘Why does this…?’
  • ‘Why do you think…?’
  • ‘Why can’t we…?’
  • ‘What happens next?’

Examples

‘How do you know this one is heavier…?’ 

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‘What made you put these items together in a group?’

Question stems to encourage conversations

  • ‘I wonder what would happen if…?’
  • ‘What is another way we could try…?’

Examples

‘I wonder what would happen if added a bit more milk to the jug?’ 

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‘What is another way we could try measuring how far we jump?'

Question stems to encourage conversations

  • 'I really want to know more about…’
  • ‘So, you think that…’

Examples

‘I really want to know more about how you built this tower to make it so sturdy!’

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‘What do you think would happen if we took these away?’

Question stems to encourage conversations

  • ‘Could we try doing it this way…?’
  • ‘What if you…?’
  • ‘I find it useful when…’
  • ‘Have you thought about trying…?’

Examples

‘It looks like these jars don’t all fit in that box! Have you thought about trying a bigger box?’

Question stems to encourage conversations

  • ‘I have to think hard about…’
  • ‘I need to…’ 
  • ‘First I will ... and then I will … and then I can...’

Examples

‘We need enough clay rollers for all the children here. To work out how many rollers we need, first I need to count the children. Can you count with me?’

Question stems to encourage conversations

  • ‘That’s an interesting idea!’
  • ‘I like what you have done.’ 
  • ‘You have thought really hard about … what can you do next?’

Examples

‘Really? Are you sure you are taller than me?’
     [child’s response]
‘That is interesting you say that; is there a way we can measure it?’

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‘I like what you have done. You have collected some leaves, gumnuts and sticks.’
     [child’s response]
‘What are you going to do next? How about we sort these into groups?’ 

Embed numeracy learning throughout the day

Here are some examples of when you might build early numeracy skills into different learning experiences and interactions throughout the day with children aged 3-5. These examples show how you may start a conversation and illustrate a pause where the child can engage and steer the conversation with their response. You can use these examples as inspiration for conversation starters with your children.

Moments in the day

Example of how to build in numeracy

Ask children questions that prompt numerical thinking.

What this might sound like with children

‘I’m so excited to see how you will build with the blocks. What will you create?’
     [child’s response]
‘How many blocks do you think you will need to make that?’
     [child’s response]
‘I wonder how tall your tower will be. I can’t wait to see!’

Example of how to build in numeracy

Talk about setting up and serving incorporating concepts like measurements and counting.

What this might sound like with children

  • ‘How did you find out how many chairs we need at the table?’
  • ‘Can you check to make sure that everyone has both the cucumbers and the dip on their plate?’
  • ‘Do you think that Jack’s cup needs more water?’

Example of how to build in numeracy

Use stories and events to encourage children to think mathematically.

What this might sound like with children

‘So, do you think there are more red fish than blue fish?’ 
     [child’s response]
‘Hmm, I wonder what would happen if two blue fish swam away? Could you tell me how many fish there would be left?’

Example of how to build in numeracy

Embed counting and number skills.

What this might sound like with children

‘You’re playing hopscotch! Can you count how many hops you need to do?’
     [child’s response]
‘One, two, three, four, five hops, great counting! What about if we skip this square? How many hops then?’ 

Example of how to build in numeracy

Help children to express patterns in conversation.

What this might sound like with children

‘Are you making a necklace with the beads? This looks like a pattern to me. Blue, green, blue, green. Which colour will go next?’

Example of how to build in numeracy 

Assist children in understanding different types of measurement.

What this might sound like with children

‘That bucket looks very heavy to lift. It is very full. How could you make it lighter to lift?’

Example of how to build in numeracy

Use concrete manipulatives to help children visualise numbers. 

What this might sound like with children

‘How many cushions did you stack to make your tower? Let’s count them together to see how many.’ 
     [child’s response]
‘How many do you have if we take two away?’

Example of how to build in numeracy

Provide opportunities for sorting, grouping and classifying.

What this might sound like with children

‘Yesterday we learned about the different types of insects that live in the water. Can you show me which ones live in the pond?’

Example of how to build in numeracy

Model mathematical vocabulary, such as positional or comparative language.

What this might sound like with children

‘Can you see the bird?’ 
     [child’s response]
‘It is sitting beneath the tree.’ 
     [child’s response]
‘Did you see that? He flew around the tree, moved up towards the sky and sat on top of the fence.’

Example of how to build in numeracy

Embed concepts of measurement into different learning experiences to expose children to different types of measurements.

What this might sound like with children

‘How long should the butcher paper be to cover the whole table?’ 
     [child’s response]
‘Which apple is heavier?’ 
     [child’s response]
‘The recipe says we need two cups of apple. Which apple do you think will give us more cubes when we cut it?’

Example of how to build in numeracy

Integrate mathematical concepts across planned learning experiences such as science, art, music.

What this might sound like with children

‘What a beautiful butterfly! What shapes and colours have you used?’

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‘I wonder what objects will float and what objects will sink?’
     [child’s response]
‘How did you know that the stone sinks in the water?’
     [child’s response]
‘Have you tried this before?’ 

Example of how to build in numeracy

Share mathematical thinking and learning with parents and primary caregivers.

What this might sound like with children

‘Would you like to show dad the pattern you made today?’

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‘Nolan did some baking today! Nolan, do you remember what we used to measure the ingredients?’


Keywords: EYLF, practice implementation