Supporting Mathematical Development in the Early Years

At Scallywags Nursery we believe that developing a strong foundation in mathematics begins in the early years. Young children are naturally curious about numbers, patterns and shapes, and our aim is to nurture this curiosity through playful, hands-on learning experiences that build confidence and enjoyment in maths.

At Scallywags we use a sequenced approach to teaching maths, designed to ensure children develop deep understanding step by step. Each stage of learning builds on the last, allowing children to explore key concepts such as number sense, counting, comparison, pattern, shape, and measure in a structured but engaging way.

How we support children’s maths learning:

We provide practical, play-based activities that encourage children to explore and talk about mathematical ideas in meaningful contexts.
Children have daily opportunities to use maths in their environment – for example, counting during routines, comparing quantities at snack time, or discussing shapes during construction play.
Teachers carefully model mathematical language and thinking, helping children explain their reasoning and make connections.
Our sequenced approach ensures every child is supported and challenged appropriately, with small steps and plenty of time to revisit and deepen understanding.

Principles of Early Mathematical Development

Mathematics through everyday experiences: Learning happens during routines, play, and exploration — not just adult-led activities.
From concrete to abstract: Children first explore with real objects before recognising symbols and recording.
Frequent revisiting: Skills and language are revisited often in different contexts.
Mathematical talk: Adults model, narrate, and extend vocabulary daily.
Child-led exploration: Follow children’s interests to make maths meaningful.

Birth – 12 months

Focus: Early awareness of pattern, size, quantity, and order through sensory exploration.

Key Learning Outcomes

Notices changes in amount (“all gone,” “more”).
Explores size, shape, and texture through handling and mouthing.
Responds to rhythm and pattern in songs and movement.
Begins to anticipate familiar routines and sequences.

Teaching and Play Ideas

Singing rhymes and number songs with actions (“Round and round the garden…”).
Offering containers to fill and empty with water or objects.
Exploring large and small toys; matching pairs by look or feel.
Using positional language in daily care routines (“Let’s roll you over,” “Up, up!”).

12 – 24 months

Focus: Building early number sense, awareness of order, and understanding of “more” and “less.”

Key Learning Outcomes

Begins to use number words in play.
Understands simple comparisons (big/small, full/empty).
Begins to count in sequence (“one, two”) with adult support.
Recognises when something has been added or taken away.

Teaching and Play Ideas

Counting toys as they are tidied away or given out.
Exploring stacking, nesting, and sorting toys.
Sharing snacks: “You have one, I have one.”
Using shape sorters and puzzles to introduce simple shapes.
Talking about position and movement (“in,” “on,” “under,” “behind”).

3 – 4 years

Focus: Extending counting, understanding the value of numbers, exploring addition/subtraction through play, and developing shape, space, and measure concepts.

Key Learning Outcomes

Counts reliably up to 10 and beyond.
Recognises written numerals to 5–10.
Matches quantities to numerals.
Begins to combine and take away small quantities using real objects.
Describes and compares size, weight, capacity, and position.
Identifies, names, and describes properties of 2D and 3D shapes.
Recognises, creates, and extends repeating patterns.

Teaching and Play Ideas

Using counting games, dice, and number puzzles.
Cooking and baking: measuring, pouring, and comparing quantities.
Using stories to introduce number problems (“Three Little Pigs”).
Playing shop: counting coins, comparing prices.
Building obstacle courses with positional instructions (“Go over, under, through”).
Measuring blocks or hands with rulers or string.

4 – 5 years

Focus: Deepening understanding of number composition, patterns, and problem solving; building readiness for formal maths learning.

Key Learning Outcomes

Understands that numbers are made up of smaller parts (composition of numbers to 5 and 10).
Subitises small sets (instantly recognises quantities without counting).
Uses addition and subtraction language (“one more,” “one less”).
Recognises and orders numbers to 10 and beyond.
Counts forwards and backwards from different starting points.
Uses positional and comparative language confidently.
Explores and describes 2D/3D shapes and patterns.
Measures using non-standard and standard units (length, height, weight, time).

Teaching and Play Ideas

Number bonds through practical play (e.g., “5 fingers – 2 up, 3 down”).
Playing games with dice, dominoes, or number cards.
Counting on and back during songs and games.
Sorting and naming coins, matching quantities to numerals.
Measuring how far they can jump or how tall a tower is.
Creating and describing complex repeating patterns.
Exploring symmetry through art and block play.

Sequenced Teaching Threads (Across All Ages)