Learning to count may seem simple, but it is critical to learning well. Here’s how to do it playfully.
The concept of ‘counting’ in and of itself is very important. It is related to other math concepts like matching, sorting and estimating. Counting is about understanding that numbers represent quantity.
Learn
- Children are able to count from memory long before they understand the quantity that each number represents.
- For example, just because a child is able to count to 20, does not necessarily mean that they can accurately bring you 20 beads.
- Physically counting objects is an important step in teaching a child about numbers.
- It relates number words to number quantities.
- Children get better at understanding quantity through practice with estimation.
- Estimating before counting builds a core for understanding number magnitude, and engages a child in seeing whether their predictions are realistic.
- Estimation is a different and more sophisticated skill from counting, but can develop alongside counting.
- Counting shows how number quantities relate to each other.
- For example, 8 is 1 more than 7; 8 is 1 less than 9.
- Counting objects initiates the skill of 1:1 correspondence – the understanding that every object can only be counted once.
- Children tend to count the same object multiple times and they may continue to do so from ages 2 – 5. Accurate counting develops with experience and maturity. Children will count objects repeatedly, until they develop this skill of 1:1 correspondence.
- Kindergarten-aged children work on 1:1 one correspondence counting to 20. With mastery of this skill, numerical values and relationships are explored using logic.
- Sorting is a natural component to counting objects and the application of logical thinking. Sorting, classifying, making comparisons and organizing information are the foundation for more complex mathematical thinking and decision-making.
- Sorting by shape, color or size are helpful precursors to learning to sort by numbers (shape, color and size are more obvious and noticeable attributes to children).
- By learning to sort, a child recognizes the attributes of an object (e.g., color, shape, size, etc.). The process of sorting is the process of grouping objects that share the same attributes, a natural and critical part of understanding that numbers make up other numbers.
Just Remember
- Children learn to count accurately at a range of ages.
- It is typical for accurate counting to become secure around ages 5 – 6.
- Show children how to count objects, but do not dwell on accuracy at ages 2 – 3.
- Children learn through experience. Do not correct – just show by modeling or counting together.
- Exploration and imagination are rampant in early childhood and often overshadow learning math skills in the preschool years. That’s OK! Trust that counting skills will come and do not force it.
- Some children don’t count accurately until about age 5, despite direct teaching. If one attempts to build an understanding before a child is developmentally ready, one risks cultivating an early aversion to math.
Do
Helpful Tips
- Just do it! Counting is easy to do daily, as children can count anything: lamp posts, cars, kitchen drawers, pictures hanging in the doctor’s office. Math is everywhere in our world!
- Collect materials your child can safely use for hands-on counting; put them in a bag or jar and pick a time to count and re-count them again and again.
- Counting household items is surprisingly fun for children – old keys, dried pasta, cereal.
- Count from left to right – Encourage the discipline of counting from left to right at an early age. Children in the U.S. use the number line to express logical thinking in school and read from left to right. The number line corresponds with English reading from left to right (tracking).
- Count groups of things – This is especially helpful for developing an ease and comfort in working with numbers, and for building an understanding of number components (e.g., 28 is two tens and eight ones). Some guiding questions when counting collections.
- work with numbers, building understanding of their components (28 is two tens and 8 ones); counting collections is great for building this understanding
- Find opportunities to estimate when you’re counting, “How many apples do you think are on this table?” or “Let’s estimate how many before we count.”
Easy Things You Can Do
- Build counting opportunities into daily life. Allow your child to work independently and just observe.
- When cooking, entertain your child by giving them ingredients like beans or vegetables to count.
- Count how many steps there are on a staircase or how many steps it takes to get from one room to another, from your front door to the car. Switch it up – now hop, skip or jump. How many hops does it take to go the same distance?
- Point out speed limit signs as you drive with your child. Show your child how 25mph in a school zone feels vs. 65mph on the highway – a practical way of showing how 25 is less than 65.
- Count to 10 as your child washes their hands. Bonus – It ensures that they’ll wash their hands for an appropriate amount of time!
- Create a “Number of the Day” and reiterate it at meal times – 8 grapes, 8 carrots, 8 raisins.
- Model how to keep track of counted objects when your child is ready (around ages 4 – 5).
- For example, learn to count by sorting objects into a counted and uncounted pile.
- Gather a pile of objects – the uncounted pile. Count “1”, and move one object from the uncounted pile to the counted pile. Count “2”, and move another object from the uncounted pile to the counted pile.
- This activity introduces 1:1 correspondence – the specific skill that an object can only be counted once. Children will count objects repeatedly, until they develop this skill.
- For example, learn to count by sorting objects into a counted and uncounted pile.
Play Simple Games
- Our favorite printable freebies (no credit taken; we just scoured the Internet to find the best for you):
- Fun playdough mats – For counting and number recognition.
- Clever DIY counting cards – Easy to prepare and highly engaging.
- 1:1 correspondence activities – Specific classroom favorites.