| The ability to reproduce and
create patterns is an early math skill that we can encourage in young
children. Patterns occur throughout mathematics, but children's first
experiences with patterns are with objects rather than numbers.
Children between 3 and 5 begin to
reproduce a pattern created by someone else. For example, if an adult
uses blocks to create the pattern of rectangle, square, rectangle,
square and so on, the child will be able to look at that pattern and use
his own blocks to make the same pattern.
Almost any set of objects around the
house can create a simple alternating pattern (ABAB):
- spoon, knife, spoon, knife
- blue napkin, red napkin, blue napkin,
red napkin
- nut, bolt, nut, bolt; or
- crayon, marker, crayon, marker
After children perceive and create this
simple patterning, adults can offer more complicated patterns, such as
nut, nut, bolt, nut, nut, bolt (AABAAB) or nut, nut, bolt, bolt, bolt,
nut, nut, bolt, bolt, bolt (AABBBAABBB).
Encourage children to create their own
patterns with objects. Ask them to predict which object would come next
in one of your patterns. Invite them to sketch their patterns. Finding
patterns in the world around them and creating patterns themselves will
help children see patterns in more complex mathematics later on.
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language together can be fun. You might want to start with a language
from your own family heritage. Whatever language you pick, there are
many age appropriate resources at the public library.
