The importance of the mathematics and numeracy curriculum area in relation to facilitating creativity in young children
While rote learning is not prohibited in mathematics and numeracy in early childhood education, the purpose is far beyond that. Mathematics and numeracy in early childhood education encourage creativity by encouraging children to explore patterns, relationships, spatial awareness, and problem solving works. When children learn through play, children learn to think critically and take new paths to make connections (Howard & Mayesky, 2022). Inquiry and expression are supported by creative mathematical thinking; children manipulate objects, estimate, sort and construct. With open ended numeracy experiences, confidence and cognitive flexibility is developed in children, which will help in lifelong learning
The creativity theories and perspectives in the context of the mathematics and numeracy topic and early childhood education
The mathematics creativity is based on constructionsist and sociocultural learning theories. However, as Piaget’s constructivism shows, children construct mathematical knowledge based on the interpersonal use of hands-on manipulations of materials and number sense and spatial reasoning (Howard & Mayesky, 2022). According to Vygotsky’s sociocultural perspective, language, collaboration, and cultural tools, including counting songs and number games, play a key role in the development of numeracy (Connor & Toper, 2015). Isbell and Yoshizawa (2016) reinforce that you need environments that consider experimentation and divergent thinking, so those kinds of traits matter.
Resources, materials, and digital technologies that could be utilised by an early childhood teacher to engage children in the chosen mathematics and numeracy curriculum area
There are physical and digital resources spanning a wide range that can be used to explore creative numeracy. Blocks, pattern tiles, loose parts, and sensory trays are open ended materials that facilitate sorting, sequencing and measurement. Counting and spatial awareness develops through use of number cards, dice, beads, and shape puzzles (Mayesky, 2015). Number story apps, interactive counting games, and even the early coding platforms (such as ScratchJr) will be used by digital tools to enable children to make the abstract math ideas concrete. Collaborative problem solving and visualisation can be done with the use of tablets and digital whiteboards.
Examples of learning experiences for 0-2 years, 2-3 years, 3-5 years, and 6-8 years that early childhood teachers could use to develop young children’s creativity in the mathematics and numeracy curriculum area.
0-2 Years: Early understandings of volume and quantity are supported for 0–2 years by sensory experiences such as filling and emptying containers.
2-3 Years: Matching and sorting using colorful buttons or nature objects for a period of 2–3 years allows the children to explore patterns and classification.
Preschooler (3-5 Years): Blocks or loose parts allow children to build structures with blocks in 3–5 years, exploring ways to be symmetrical, measure and relate spatially.
6-8 Years: Facilitating creative number storytelling with props can also be the job of educators. Then, for 6–8 years, open-ended ‘maths challenges’ using open apps or in the real world, for example, a pretend cafe budget, blend numeracy with critical and creative thinking. They create opportunities for all children to develop curiosity and to represent mathematical ideas through art, movement, and storytelling (Howard & Mayesky, 2022; Isbell & Yoshizawa, 2016).
Three (3) original creative learning opportunities for young children (1 x 0-2 years, 1 x 2-3 years, 1 x 3-5 years) that early childhood teachers could use to develop young children’s creativity in the mathematics and numeracy curriculum area.
0–2 years: Treasure Basket Counting. A treasure basket full of soft, textured object is explored in sets of two or three by babies. Educators assist children’s development by naming and counting objects, increasing children’s internal awareness and early number recognition.
2–3 years: Shape Walk Adventure. Cardboard 'binoculars' are put on the market and toddlers go on a shape hunt around the room or garden spotting shapes in their environment. Their findings fall into three types and they group them, supporting shape recognition and creative representation.
3–5 years: Build a Pattern Path. Large outdoor paths created in repeating patterns by children using natural and recycled materials (i.e., leaves, bottle caps, shells) are used. They complement each other by describing and extending their designs which enhances their collaboration and awareness of patterns. By creating such open ended opportunities, mathematical creativity can be fostered through active sensory rich learning experiences (Mayesky, 2015; Isbell & Yoshizawa, 2016).
critical reflection and evaluation
And I use my own personal creative traits (curiosity, playful thinking, love of storytelling) when I teach mathematics and numeracy. This curriculum area is not a prepackaged set of rules; rather, I see it as a space for children where they can become interested in the world, imagine and make meaning from the world. I use narrative, movement, and sensory aspects to encourage children to play with the idea of maths in natural world, and to express their ideas in creative ways. This is consistent with Isbell and Yoshizawa’s (2016) conception of learning as the achievement of an intrinsic mindset of creativity. I firmly promote mathematical learning that is vibrant and joyful, created alongside children, using children’s interests and legitimate contexts. Through reflective practice I use experiences to adapt them so that all children feel confident and included. I am able to model flexible thinking, foster open-ended exploration, and enable children to explore multiple solutions based on my strengths in my creative abilities. The authors suggest that incorporating creativity into numeracy will help to increase student engagement and encourage lifelong mathematical thinking (Howard & Mayesky, 2022).