Play is more than fun…
…in Early Numeracy.
Hello all. Welcome to the 183rd edition of TEPS Weekly!
What comes to your mind when you look at the picture below?
Students having fun?
A game?
Maybe even a break from learning?
That is probably what most of us would notice first. But fun, games and play can be an integral part of Early Numeracy.
What is “play”?
In Early Numeracy, play is when students apply and solidify what they have learnt, in a structured and joyful manner, using useful and concrete material in a meaningful game/situation.
Play is different from exploration. Exploration is more open-ended. Students get time to handle materials, notice what happens, try different ways and see what happens. It can be part of everyday classroom learning and can also help prepare students for ideas and skills that will be taught later.
Play, on the other hand, comes after a concept or skill has been introduced. Students then use that learning in a game or situation with a clear purpose. For play to support Early Numeracy, students need an idea or skill to practise, a clear game or situation, and a chance to take an active part in it. The definition of play helps us see what needs to come together:
Part of Play | What it can look like |
Apply | Students use early numeracy skills or concepts that have already been taught. |
Solidify | Students use the skill or concept again and strengthen their understanding. |
Structured | There is a simple goal, rule or role that helps the play move forward. |
Joyful | Students are interested, involved and enjoying the experience. |
Useful material | The materials have a clear purpose in the game. |
Concrete material | Students can handle, move or work with real objects as they play. |
Meaningful game / situation | Students need to use the numeracy skill to achieve something in the game. |
These parts work together in a good play situation. The idea is not to fit each one in separately, but to make sure the play gives students a real chance to use concepts they already know.
So, what might this actually look like in an early years classroom?
The examples below come after the concept or skill has already been introduced in class. (Play is not being used to teach the idea for the first time.)
Play can look very different depending on what students are learning. Let us look at three learning outcomes and how play can be used for each one.
Learning outcome 1: Students will be able to count out a given number of objects correctly.
Play situation: Pretend Shop
In this pretend shop, students take turns being the shopkeeper and the customer. The customer may ask for four bananas, three guavas or five biscuits, and the shopkeeper has to count out the correct number before handing them over.
Apply: Students use counting to give the number of objects the customer has asked for.
Solidify: Every new order gives them another chance to count a different quantity and check that they have the right number.
Structured: The play has clear roles. One student is the customer, another is the shopkeeper and they take turns.
Joyful: Students get to pretend, talk to one another, choose what they want to buy and take on different roles.
Useful material: Simple things such as fruits, empty packets, small boxes, baskets or locally available objects can be used to set up the shop.
Concrete material: Students can pick up, count and hand over real objects while they play.
Meaningful game/situation: Counting has a clear purpose. The shopkeeper needs to give the customer exactly the number of objects they have asked for.
Learning outcome 2: Students use position and direction words while moving.
Play situation: Treasure Trail
In this game, students follow a simple trail by listening to and acting on directions. They may hear instructions such as, “Step over the rope,” “Go behind the chair,” or “Move forward.” As they follow the path, they move from one point to the next until they reach the end.
Apply: Students use position and direction words to understand what they need to do and where they need to move.
Solidify: As they follow different instructions in the trail, they hear and use the same words again and again.
Structured: The game has a clear path to follow, simple instructions and a goal at the end.
Joyful: Students are moving, following clues and enjoying the challenge of reaching the treasure.
Useful material: Everyday classroom materials such as a chair, rope, chalk marks or a basket can be used to set up the trail.
Concrete material: Students move around real objects, so the meaning of words like ‘behind’ and ‘over’ is connected to what they are actually doing.
Meaningful game/situation: The words help students know where to go next. Students need to understand the direction words to find the next clue and reach the end of the trail.
Learning outcome 3: Students continue a simple repeating pattern.
Play situation: Pattern Train
As part of a festival celebration, students work together to make a simple classroom decoration using two kinds of objects, such as leaves and bottle caps. One student begins a repeating pattern, for example: leaf, cap, leaf, cap… The next student adds the object that should come next, and the pattern continues around the group until the decoration is complete.
Apply: Students use what they already know about repeating patterns to decide what comes next.
Solidify: Each turn gives them another chance to notice the repeating part and continue the pattern correctly.
Structured: Students take turns adding one object at a time to keep the pattern going.
Joyful: Students watch, guess, take turns and enjoy seeing whether the group can keep the pattern going.
Useful material: Simple, easily available objects such as leaves, bottle caps, sticks or stones can be used.
Concrete material: Students can pick up, place and move the objects themselves as they build the pattern.
Meaningful game/situation: Students use the repeating pattern to make something for a real purpose, such as decorating the classroom for a celebration. They need to continue the pattern correctly so the decoration is complete.
What does the teacher do during play?
During play, the teacher watches how students are using the numeracy skill and steps in when support is needed. A simple question can help students think about what they are doing. In the long-jump game, for example, the teacher might ask, “Whose jump was farther?” or “How can we check?” The teacher supports numeracy learning without taking over the play.
When the play starts to disappear
Simply adding numbers, counters or numeracy questions to a game does not automatically make it meaningful play. If students spend most of the time waiting for their turn to answer the teacher, the game can quickly become another teacher-led activity. The game should give students a real reason to use the numeracy skill.
Think back to the picture from the beginning. At first, we may simply have seen students enjoying a long-jump game. But now we can see more. They are using what they know about comparing length to find out how far they have jumped. They have a reason to compare, measure and check their jumps, while still enjoying the game.
That is what makes play more than just fun.
Play gives students a reason to use, practise and strengthen early numeracy skills.
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Edition: 5.38
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