Developing children’s early understanding of numbers: Two key research findings to put into action

In everyday conversation we might talk about something being as ‘easy as one-two-three’. But for young children, learning to count isn’t so easy. It takes time for children to develop a deep and secure understanding of how numbers work. Fortunately, we have strong research evidence about some of the everyday ways we can help children to enjoy numbers and counting.

Whilst babies and young children have an innate sense of quantity, the ability to think about exact quantities depends on learning a system of number. Once a child can say the sequence of numbers off by heart, proud family members might celebrate their ‘counting’. They’re right to be proud – it’s hard for young children to memorise a string of words like this.

But research evidence also tells us that counting involves more than this. We also need to help children learn to pair one number word with one (and only one) item.

One effective way to do this is to emphasise number as children play, so they hear number words and see the educator carefully pairing one number word with one item. Educators might also use their fingers to show numbers.

Secondly, research evidence also suggests that visualising numbers and quantity is important. Whilst many nursery rhymes can help children to learn the sequence of numbers, children also need many experiences of counting actual objects to develop their understanding of the association between number and quantity.

You can see this research evidence in action in a delightful short video featuring the work of Honey, who is a childminder. Honey plays outdoors with two children, making mud pies, in her small urban garden. You can feel how this homely, caring environment is encouraging the children to feel confident as they play and explore numbers.

As you watch the video, notice how Honey:

• Emphasises numbers: for example, she puts particular stress on the word ‘two’ and uses her fingers
• Names and labels quantity using words: Honey counts ‘one-two’ when a child brings her the spoons, and helps the children to count the stones as they pass them over

You could use this video to reflect on your own practice to help young children understand the association between number and quantity. Or you might use the video in a professional development or training session. It’s a great example of how to put research evidence into action whilst playing and teaching.

• Visit the Early Mathematics theme in the Early Years Evidence Store to see more clips of the different approaches in action.
• Read our guide to Effective Professional Development in the Early Years
• Sign up for our Maths Champions trial – it’s a free programme of professional development for a nominated ‘maths champion’ in your setting or school. The EEF’s recent evaluation found that children in PVI and school-based nurseries receiving the Maths Champions programme made an average of 3 additional months’ progress in maths and language compared to children in settings that did not receive the programme. There were also indications of a larger impact for children in receipt of Early Years Pupil Premium.