Pattern is fundamental to mathematics. A key idea is that a mathematical pattern is usually not just an arrangement, but involves a rule or mathematical relationship. Exploring pattern develops a sense of regularity and order, which children need to understand and recognise mathematical rules, solve mathematical problems and make generalisations.
When they make patterns, children are learning to apply rules. To be able to repeat a sequence pattern of blocks of colour, or of shapes, numbers, sounds or movements, children must identify the implicit rule in the sequence. For example, a bead necklace has the unit: red, blue, blue, green, and the rule 'repeat sequentially'.
To make growing patterns, you decide on the unit and you apply the same rule again and again to form an increasing or decreasing sequence. When singing and enacting 'Five little ducks went swimming one day', for example, you have to remember the unit 'one little duck' and the rule 'take away' each time the rhyme comes round again. Creating symmetrical patterns requires a different set of rules to those for following a sequence. So, to make a mirror-image of red, blue, blue, green, you start with the green and repeat in reverse.
PATTERN
How children learn
Children have an intuitive idea of pattern. When playing with building blocks, for example, children often make symmetrical patterns unconsciously. They line up toys in order, they paint regular stripes, they have a sense of 'balance' in design. As children develop, and with appropriate help, they begin to recognise not just simple alternating patterns, such as drum, triangle, drum, triangle, but more complex repeated patterns such as drum, drum, triangle, drum, drum triangle.
Gradually, children learn how to discuss and describe their patterns using a wider range of vocabulary. They extend their understanding by making sequences of repeated patterns in more than one direction, such as across, up, down, across, up, down; or this way, that way, this way, that way; or one two, three, turn, one, two, three, turn. When they become aware of the patterns around them, young children become very interested in them and begin to create their own patterns.
Helping young children learn
- Point out and talk about patterns around you, or in books. Look at wrapping paper and wallpaper patterns. Discuss decorative patterns on posters and boxes.
- Point out repeating patterns in the daily routine: After fruit time there is always a story.
- Sing songs where there is a pattern, such as the same line or chorus repeated.
- Provide a computer with a suitable drawing program and when children make a pattern of any sort, describe it to them and identify the features that you particularly like.
- Point out patterns in action songs or dances or make up action patterns.
- Point out musical patterns and make up sequences of sounds.
- Read stories and sing songs where there is a pattern of numbers going up or down. Or make a staircase pattern with bricks, dominoes or square tiles and ask children to continue it.
- Play with plastic mirrors; make butterfly pictures; point out objects that have two sides that are the same, such as kites. Use print-making and peg patterns as opportunities to identify symmetry.
Progression
- Makes seemingly random arrangements of marks with paint or crayon, or uses beads, buttons or shapes and refers to the finished article as their pattern
- Makes 'splodge patterns' with paint and folded paper, and talks about sameness
- Begins to make their own simple, occasionally repeating, pattern, using threaded beads
- Continues a pattern started by someone else, using blocks, shapes or colours
- Discusses a repeated pattern on material and identifies a feature of it
- Makes or copies a growing or decreasing pattern
CHILD-INITIATED PLAY
Collecting patterns
In the outdoor area, encourage children to go on an environmental pattern-collecting expedition. Children can collect objects that have interesting patterns on them, such as feathers, seed heads, fir cones and flowers. Take photos of patterns they find, such as spider webs, paving stones and tree shapes. Provide clipboards for drawing patterns that they see and soft crayons for making rubbings of tree bark, brick patterns and drain covers. Make an exhibition of all the patterns.
Mirror play
Set up a table against a mirrored wall or a wall covered with silver foil. Resource it with small building blocks as well as different shapes and sizes of safety mirrors. Hinge two mirrors together to make a reflective angle and three mirrors to make a triangle shape. Add kaleidoscopes, both those with ready-made shapes, and plain ones where shapes can be inserted. Encourage the children to build small constructions and look at the reflection in the wall mirror, and then use the hand mirrors to look at different angles.
Table patterns
Create a pattern table by making pattern lines or circles with small world objects, shapes, bead strings or plastic animals. Include some patterns made with 3D shapes. Every day, start new patterns for the children to continue. Develop the play by encouraging the children to start their own patterns.
ADULT-LED ACTIVITIES
Pattern clap
Together, practise clapping loudly, clapping softly, clapping quickly and clapping slowly and clapping with two fingers together. Then introduce the idea of pattern clapping, such as 'clap hands twice loudly and twice softly, twice loudly, twice softly', and so on. Now start the clapping pattern and say what the pattern is that you are clapping. Children can join in and say the pattern as they clap.
Pass the pattern
Make a pattern using objects from a feely bag. Put a collection of two kinds of objects, such as fir cones and conkers, or counters and small bricks, into a cloth bag. Ask the children to take it in turns to pull the right object out of the bag to continue the pattern. For example, teaspoon, brick, teaspoon, brick, teaspoon. Ask children to put some different objects in the bag to make patterns with. Can you carry on the pattern? How will you do that? I wonder what comes next?
PROVISION
Creative workshop
- Provide a plastic chopping board, paints and paint rollers, cotton reels, plastic shapes, combs.
- Make a pattern print by using a paint roller to cover a plastic pastry board in different stripes of colour, then use the ends of cotton reels or other print materials to create a design.
- Before the paint dries, press paper on the board to take a print of the design. Ask questions such as: Which part of your design did you invent first? I wonder if the print is the same as your design?
Malleable materials area
- Provide dough (two cups of flour, one of salt, two cups of water, two tablespoons of oil, heated over a low heat until it forms a ball - add sawdust for snakes, five drops of food colouring for shapes - see below), small beads, buttons, counters.
- Roll a family of snakes. Choose from the beads, buttons, and so on, to make a pattern along the back of the first snake. Use the pattern again on each snake to show that they belong to the same family.
- Make a row of dough balls that get bigger and bigger. Invite the children to make a ball to fit into the row. I wonder what we should put next? Can anyone make a row like mine?
Important words and phrases
Pattern, repeat, repeating pattern, symmetrical
First, second, third... last
Size, bigger, smaller, the same as, copy
Sort, make, build, draw
Fit together, match, shape
ABOUT THIS SERIES
This series aims to:
- build on practitioners' knowledge of how children acquire numeracy skills
- offer ideas on how to help children develop these skills.
Each part focuses on an aspect of numeracy included within the 'problem-solving, reasoning and numeracy' area of learning in the EYFS.
Authors Sheila Ebbutt and Carole Skinner are managing director and product development manager, respectively, of BEAM, which is dedicated to promoting excellence in mathematics education.
ASSESSING CHILDREN'S DEVELOPMENT
If a child
Shows interest in a pattern on paper, a box or a tablecloth
Arranges objects neatly, perhaps in a line, but not in any order or pattern
Enjoys playing with pattern blocks
Points to 'the one with the pattern on' when shown two cloths, one plain and one patterned
then they may be on this step
Show an interest in pattern
HAVE STRONG EXPLORATORY IMPULSE
If a child
Attempts to make a pattern, using objects or crayons
Puts a set of three or four objects, such as nesting pots, in order of size
Talks about a set of three or four nesting dolls that you have put in order of size; puts them back in order when you disrupt the arrangement
Copies a simple alternating pattern, using objects or crayons
Extends a simple alternating pattern started by someone else
then they may be on this step
Recognise and copy simple alternating patterns
Extend and create simple alternating patterns
DEMONSTRATE FLEXIBILITY
If a child
Creates or copies a pattern using objects or crayons, and, when asked, describes it: 'It's red, red, blue, red, red, blue'
Looks at a symmetrical pattern and talks about what is the same on each side
Puts a set of four or more coloured rods in order of length; spots what is wrong when you move one of the objects
then they may be on this step
Recognise and copy more complex repeating patterns
Extend and create more complex repeating patterns
Make growth patterns
Show awareness of symmetry
DISPLAY HIGH LEVELS OF INVOLVEMENT IN ACTIVITIES
If a child
Puts pieces of a number jigsaw in numerical order
Extends or copies a pattern started by someone else involving three or more colours or shapes
Describes the 'rule' of someone else's pattern: 'It's white bead, blue bead, red bead'
Makes simple symmetry patterns with pattern blocks
then they may be on this step
Talk about, recognise and recreate simple patterns
Continue to be interested, excited and motivated to learn.
Photo at Oak Tree Nursery, Ilfracombe, Devon by Jim Wileman.
