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There are 14 NRICH Mathematical resources connected to Early years position, you may find related items under Early years foundation stage.Broad Topics > Early years foundation stage > Early years position
Here are some examples of children's thinking following on from their exploration of the NRICH Paths activity.
Children explore characteristics of shapes and use both everyday and mathematical language to describe them, talk about positions and solve problems
In this article for EY practitioners, Dr Sue Gifford discusses children's early spatial thinking and how this predicts their mathematical understanding and achievement.
Barrier games build on children's natural desire to combine block play with small world items.
In this activity, the book 'The Doorbell Rang' by Pat Hutchins provides an engaging context in which children can explore sharing.
This activity provides an engaging context for children to consider the space they will allocate for some 'small world' toys, and how many toys they will be able to fit into the space.
In this task, children make a collection out of some items and then discuss what they notice about their collection, focusing on the shapes and patterns that they can make.
This task uses the familiar situation of a shelf of objects to encourage children to use positional language and follow directions to find their wellies.
When playing in this mud kitchen, children will be using the language of size and capacity to choose utensils for different tasks.
When investigating these tubes, children will have the opportunity to practise using everyday language to talk about length, size and position.
This task provides an opportunity for children to work together to make a picture, discussing with each other which position they want to put each shape in.
In this activity, the rhyme 'Ten Green Bottles' is used to encourage children to count backwards to work out how many bottles are left.
In this task, children will make shapes out of loops of string and discuss what they notice about their shapes.
As children move around an obstacle course, adults can model positional language, encourage children to describe their movement themselves and create their own course.