Early Years ICT & Mathematics
One of the strengths of incorporating ICT into any curricular area, and any age group for that
matter, is the symbiotic nature of the relationship. ICT can help to develop aspects of a particular
curriculum subject and, similarly, ICT skills (techniques) can be developed through the curriculum.
As an example, let us look at the ways in which mathematics and ICT can develop side-by-side in
Early Years.
Extracting the mathematics from commonly-used programs
Painting & drawing software
The activities listed below can all be realized using either painting or drawing software:
Counting
Use clip art to put in a number of
pictures.
Matching
- objects to a number
- objects to objects
2
3
4
Sorting activities
This works most easily in a drawing
program. The example here uses
squares, but it could just as easily be
clip art.
Pattern completion – numeric
& non-numeric
Introduce the fill tool in a painting or
drawing program
Symmetry
Some painting programs allow
symmetrical designs to be created
automatically. Older / more able
children could try to produce the
other half of a symmetrical design.
Addition & subtraction by
grouping & separating objects
Longer & shorter
This could be done using either
painting or drawing software. Choose
the longer object or make one object
longer than the other
My World
There are several screens in My World that can be used to support mathematics:
Blocks could be used for a variety of activities from simple matching and counting
to building 3D shapes on screen.
Tiles lends itself to work on tessellation with older children, or simple pattern
creation.
Cycles fits perfectly as a sequencing activity.
Innovative use
There is no mystery surrounding innovative usage of ICT – experienced teachers and
C.S.A.s have simply developed the vision that allows them to see beyond the apparent
constraints of software or other apparatus.
When the software writers were developing Colour Magic or the drawing tools of Microsoft
Word© it is unlikely that they foresaw the use of these programs for some of the ideas
presented above, but familiarity with this software enables teachers to see the potential. As I
write this paragraph another idea for working with patterns has come to mind:
XXXOOOXXXOOO
Simply by using letters in a word processor children can complete or devise patterns. This
could be extended by showing children how to change the colour of letters and so raise the
interest level of their patterns.
The more that ICT is used with young
children, the more ideas will come along to
motivate youngsters to explore with
confidence and, as well as having fun, they
will be developing skills that will serve them
in good stead as they grow.