We only need to think of the many ways we use mathematics in our own domestic life to become aware of the possibilities for promoting children's mathematical development in the home corner.
We are all familiar with activities such as weighing ingredients, estimating how much water we will need to fill the kettle, cutting a pizza into enough pieces to feed the family, counting out coins when shopping, fitting floor tiles together to cover an area and measuring wall space when planning where to position furniture. Many of these, or similar real-life activities, can be re-created in the home corner. Giving children appropriate resources and support will enable them to play out their own experiences and to explore and use mathematical ideas.
Underpinning all our planning should be an awareness of children's developing attitudes to learning. Early mathematical experiences should inspire a sense of curiosity and enthusiasm for discovering. Opportunities should be offered for children to work co-operatively and independently, and thought given to ways in which we can build their confidence and motivate them to solve problems.
We also, of course, need to consider opportunities for learning mathematical concepts and skills that we intend to offer through home corner play. These could include:
* Understanding/knowledge The order of numbers to ten (and beyond if children are ready), numbers as labels, ordinal numbers, early calculation, pattern, weight, capacity, shape, space, size and position.
* Skills Using number names, counting, reading numerals, ordering numbers, counting on, estimating, recording, matching, recognising and creating patterns, sorting, ordering objects according to size, using simple mathematical vocabulary and comparative language.
Early learning goals
* Say and use number names in order in familiar contexts.
* Count reliably up to ten everyday objects.
* Recognise numerals 1 to 9.
* Use language such as 'more' or 'less', 'greater' or 'smaller', 'heavier' or 'lighter', to compare two numbers or quantities.
* In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.
* Talk about, recognise and re-create simple patterns.
* Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
* Use everyday words to describe position.
* Use developing mathematical ideas and methods to solve practical problems.
Resources and activities The resources offered to promote mathematical learning should reflect the real world.
* Number washing line - pegs or dolls' clothes can be numbered 1 to 10 to encourage talk about (ordering) numbers.
* Egg or sand timer to use when cooking and baking.
* Recipe cards or books to encourage children to count cupfuls or spoonfuls.
* Old and toy telephones and mobile phones and telephone number cards, for example, 'The office: 342587', 'Elmer: 654909' to encourage children to dial numbers.
* A clock on the wall with a large face and clear numerals.
* Tea pot, cups, jugs to encourage children to use vocabulary such as 'full' and 'empty'.
* Four plates, bowls, spoons, knives and forks - children will count and match one piece to one person.
* House number plaque - children can be encouraged to use this number when addressing envelopes to the home corner.
* Purses containing coins to give children experience of handling and talking about money when they go 'shopping'.
* Size-graded equipment such as wooden spoons and pans to encourage comparison of size.
* Tape measures to measure new curtains, furniture and so on.
* Full-length mirror for comparison of heights.
* Wall height chart for children to record their heights.
* Weighing scales (with a dial).
* Clipboards, paper and pencils for attempting to record telephone numbers, quantities, patterns and plans.
Organisation
A setting's routines and storage systems can significantly influence children's mathematical learning.
* Kitchen utensils are more inspiring if they are hung on a wallboard against coloured templates than if they are stuck in a cupboard. Selecting and replacing the utensils will help children develop an understanding of shape, size and position.
* Templates on horizontal surfaces for resources such as plates and cups can be used for matching activities according to shape, size and colour.
* Numbered egg cups matched to number labels on a shelf will promote discussion of numerals and practice in ordering numbers. Placing one egg in each egg cup will reinforce the idea of one-to-one correspondence.
* Routines such as knocking four times as you enter the home corner will encourage regular counting.
* Additions to the basic home corner provision during a learning focus provide variety and increase potential for learning.
* Prop boxes related to number stories reinforce mathematical learning. For example, for 'The Three Bears', provide three teddy bears, bowls, chairs and beds graded in size.
Adult role
Practitioners should always be ready to respond to children's current enthusiasms. For example, children excited about birthdays will enjoy learning about shape, size, weight and pattern when making wrapping paper and then wrapping a parcel.
With adult support in the home corner, real ingredients can be used to improve the quality of the learning experience. Provide:
* coloured water to encourage pouring and filling and so explore capacity through tea-party play.
* play dough for baking, rolling out and cutting flat shapes and counting 'mixture' into bun tins.
* real fruit and vegetables used for weighing and cutting into halves and quarters.
* pasta for counting and sharing between bowls.
Adults have an important role to play in modelling skills such as counting and measuring and in demonstrating the different purposes for using mathematical ideas. Their questions should extend children's learning and challenge them to solve mathematical problems. For example:
* Teddy, rabbit and monkey are coming for tea - how many plates will we need? We have one chair and a bench seat - how many will need to sit on the bench? Teddy brings some biscuits with him - how can we share them out fairly?
* We are making a new tablecloth from a piece of material - what shape will it need to be? How big shall we make it? How can we make sure we cut the right size?
* We want to put up a washing line. How long will the string need to be? How high shall we hang it so that the clothes don't trail on the floor? How many pegs will we need for this amount of clothes?
For more on adult roles and intervening in children's play, see 'Leading roles', Nursery World, 3 January. NW
Jane Drake is a nursery teacher at Cottingley Primary School in Leeds and the author of Planning Children's Play and Learning in the Foundation Stage (David Fulton, 14)
