One-to-one correspondence is the first step
It may seem strange to think about learning to count, something that seemingly just comes naturally, but like everything, counting is a learned skill. There is a school of thought which holds that counting is intrinsic, a function of pre programmed brain hardwiring such that we are born knowing how to count. Be that as it may, the language and conventions must be learned; and just as recognition of shapes and colours comes naturally and early in development it can be honed and accelerated with experiences and so too counting can be taught and learned and honed. In the final analysis it is our early experiences that shapes our development as much as our innate genetics and at least we can do something about teaching our children.
There are strategies a parent can deploy to make it easier for children to grasp counting and advance to concepts like addition quickly. The first step in counting is learning about something called one-to-one correspondence. One-to-one correspondence is essentially about pointing to or touching an object as you count to ensure the number count is associated to a specific object. If we do not employ this method then the child may not understand the concept of counting quickly but merely recite the words for each number without understanding what it means to count (so-called rote learning). By pointing and saying the number associated with each object in turn the child is learning that numbers are associated with specific objects or things in sequence. Some argue that learning to count the numbers by rote is a necessary first step but learning without understanding
the meaning is not best practice according to many studies like the UNESCO report on “How Children Learn” (see our series on this valuable and insightful report). The Montessori method also focuses first on one-to-one correspondence to access understanding of the concept of counting first, saying the words for numbers without seeing the number symbols, and only later adding the symbols for numbers to the mix.
To achieve this understanding of numbers, first start with physical objects with the same characteristics (i.e. without variation in size, shape or colour) so that the child is not confused by variations between objects. Other learning topics such as pattern, shape and colour recognition cover these important variations. The first step is to count in series along a row of items arranged in a straight line. This can be readily available objects like spoons, stones, beads etc. or part of a specifically designed counting toolset. Later, once the concept of counting in a straight line is fully grasped, you can move on to counting in circles or randomly arranged objects to teach children how to ensure they do not double count. Another development step is to count the objects into slots or containers, one per individual item, and then counting a full sequence into a container, which is a variation on pointing or touching (see our Easter egg hunt video where this is done at the end of the video)
Note also that everyday activities, like taking a walk or going shopping, can offer learning opportunities for counting that are both fun and related to the real world. It is also useful to count real world things represented in photos and illustrations in books, which has the dual benefit of teaching counting and teaching about how the world works (see our video on counting real world things). Our own toddler grasped counting and numbers quickly mostly because we encouraged him to count things that he remarked on while out and about.
The next step is to introduce the symbols for the numbers and associate these with the quantity of a thing being counted. This can be achieved with simple tools like counting boards, with slots or holes for uniform counters related to number symbols corresponding to the quantum of slots. So rather than count to 10 in sequence you can try counting the quantum associated with each number. Once they know the symbol for numbers you can move on to number matching type games where you ask the child to match different physical objects to the number symbols you show them. In our video on counting physical things we showcase counting fruit of different types associated with each number symbol from 1 – 10. And our “what are numbers?” video matches the correct quantum of objects to the number symbols.
For young children teaching reinforcement via the medium of music and song is, of course, an additional useful tool and this can easily be applied to counting and numbers. And remember that very young children understand far earlier than they can express that understanding so it is never too early to start exposing them to counting. It is especially useful when using brightly coloured toys and shapes for babies (see our pieces on learning colours and learning shapes). A word of caution though, while promoting counting strategies for young children is an important step they must be taught to advance from this to other mathematical methods such as addition and subtraction or they risk getting stuck on solving by counting only. Again this is where a focus on understanding rather than rote learning pays dividends as the object lesson is about understanding and evolving rather than simply relying on memorised method.
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