Part3: Maths in 3 year old’s life


In the previous post, I talked about how the concepts of ‘big’ and ‘small’, ‘more’ and ‘less’ etc. In continuation of the Five part Series of Maths in 3 year old’s life, this time it will be about making them aware of different shapes and sizes.

After going through the ideas discussed in Part 1 and Part 2 , do you think, now it’s time to introduce numbers to your child? You can try, but let him play with shapes first. Ask him to collect all the round shaped things from his toys, kitchen, mama’s closet etc. Let him identify the things with “corners” and also the things without corners.

Introduce the words rectangle, circle etc. later similarly, box shaped things, ball shaped things or glass/pipe shaped things can be identified by the child. Let him trace these shapes on an old news paper/floor using a crayon or chalk.

The child can be given a tumbler, a plate or any other object for this activity. Through this type of activities, the child will be able to identify shapes as well as make grip on crayon/chalk. Let him scribble on slate or old newspapers instead of forcing him to hold a pencil and write.

Help the child to identify primary colours while he/she is using crayon s or playing with blocks or toys. These skills will help him to take interest in mathematics later.

To be continued …..

Part2: Maths in 3 year old’s Life


In the last post, I wrote about introducing ‘pre-number concepts’ to the child instead of directly making them familiar with the numbers. You can read the previous post here .

There is no need to make special arrangements to teach these concepts o the child. Make it a part of your daily life conversation. While the family is having dinner, you can talk to the child as follows, “Aaditya, take the smaller plate, give the bigger one to daddy,” “Would you like to drink milk in this smaller glass or that bigger one?”

While keeping the fruits/vegetables in refridgerator, you can say, “Which one is bigger? A tomato or an apple?” “Which one is smaller? A capcicum or a pumpkin?” “Let’s try to keep this watermelon in this small basket, Is it possible? Why?”

Many more situations are possible while you spend time with your child. Whether you are helping the child to take bath or getting ready for school, these concepts can become a part of your conversation. The child will understand these concepts without feeling that he is being taught.