How numeracy skills are built from an early age
- Feb 16
- 5 min read
Numeracy skills are built from an early age when children experience Mathematics through play, exploration, and meaningful everyday moments rather than pressure and memorisation.
“Children who make choices and manage their own tasks develop stronger attention and emotional control.”
- Adeola Fakoya, co-learner in the Bees (ages 18 months - 3 years) learning group.
Introduction
Growing up, Mathematics felt intimidating and overwhelming. I struggled with it so much that I developed a real fear of the subject. This fear slowly turned into a dislike that extended even to my maths teacher. By the time I reached secondary school, that anxiety had only deepened.
One moment, in particular, stayed with me. My teacher once suggested to my mum that I should take on an additional subject: Further Mathematics. My mum’s response was blunt and unforgettable: “How can she further Mathematics when she doesn’t even know Mathematics?” It was said lightly, perhaps even jokingly, but it stayed with me for years.
Looking back now, I realise my struggle was never truly about numbers. It was about how Mathematics was introduced to me - as something to fear rather than something to explore and understand.
That reflection continues to shape how I think about early learning today. It raises an important question: what if children encounter Mathematics differently from the very beginning? This is why introducing mathematical thinking early, particularly between the ages of three and seven, can make all the difference.
Changing the way we see Mathematics Many children in Nigeria grow up believing that Mathematics is the most difficult subject there is. Yet, Mathematics itself isn’t the problem, the way it is often introduced is.
Everyday life is full of Mathematics. We use it when we cook, plan our day, share food, manage money, or tell the time. But in many classrooms, Mathematics is presented as abstract and disconnected from reality - reduced to formulas, drills, and right-or-wrong answers with little room for exploration. Children are taught to memorise procedures rather than understand ideas, to chase correctness instead of curiosity. Over time, this creates anxiety where there should be confidence.
If we want children to truly understand Mathematics, we must change the experience. The focus needs to shift from memorisation to meaning, from pressure to play, and from fear to discovery. When children are given the space to explore how Mathematics works in the world around them, it stops being intimidating and starts to make sense.
Making mathematics meaningful through play-based learning
As a co-learner in the Bees (ages 18 months–3 years) learning group at KEY academy, I often meet parents who wonder how Mathematics can begin this early. Many are surprised when I tell them that for us, Mathematics doesn’t start with numbers on a worksheet. It starts with play, movement, and everyday discovery.
I remember one of our youngest learners who loved pouring water during sensory play.
At first, it looked like simple fun, but over time, he began to notice when one cup was “full” and another was “empty.” Soon, he was comparing which container held “more” and which held “less.” Without pressure or formal instruction, he was already building early mathematical understanding. Moments like this remind me that Mathematics begins long before children ever hold a pencil.
At KEY academy, we introduce Mathematics as something joyful and meaningful across each learning group, building skills gradually as children grow.
In the Bees (ages 18 months–3 years) learning group, our focus is on early mathematical awareness through play. We explore sorting, matching, counting through songs, and recognising patterns in everyday routines. When we count trees during outdoor play or sort blocks by colour and size, children begin to understand quantity, comparison, and sequence in a natural way. At this stage, it is less about getting the “right” answer and more about building curiosity and familiarity with numbers and patterns.
As children move into the Seeds (ages 3–5 years) learning group, their understanding deepens. Here, they begin recognising shapes, comparing sizes, and confidently using concepts like “more,” “less,” “big,” and “small.” Mathematics becomes more visible in their environment. They might group objects, identify shapes around the classroom, or count items during play. The goal is to help them see that Mathematics exists everywhere, not just in a workbook.
In the Roots (ages 5–7 years) learning group, students begin building a strong number sense. They practise counting accurately, recognising numerals, and solving simple, practical problems. At this stage, children start applying Mathematics more intentionally - measuring ingredients during cooking activities, counting materials for projects, or identifying patterns in nature and design. Their confidence grows because they can see how Mathematics works in real life.
Our approach draws from the Early Years Foundation Stage (EYFS) and play-based methodology, which emphasise independence, curiosity, and hands-on learning. Rather than presenting Mathematics as abstract, we make it tangible. When exploring shapes, for instance, we invite children to find circles, squares, and rectangles around the classroom or outdoors. We move from simple 2D shapes to 3D forms, sometimes using playful materials like bubbles to help them understand what a sphere looks and feels like.
Across every learning group, Mathematics is connected to real experiences. Whether children are comparing sizes, recognising patterns, counting during play, or solving simple problems together, they are building understanding step by step.
From my vantage point as a co-learner in the Bees learning group, it is always special to watch this journey unfold. A child who starts by simply stacking blocks soon begins counting them. A child who sorts colours starts noticing patterns. Over time, these small, playful moments grow into confidence and genuine understanding of mathematical principles.
Mathematics shouldn’t be introduced as something to fear. It should be introduced as a story children are part of - one filled with discovery, meaning, and joy.
Conclusion
Building confidence in Mathematics begins with simple, everyday experiences. In the early years, children learn best when they see, touch, move, and repeat. When we turn daily moments into opportunities for exploration, numeracy begins to feel natural, not forced.
Consistent reinforcement and encouragement are key. Asking open-ended questions (“How do you know?”, “What happens if we add one more?”) helps children explain their reasoning. Mistakes should be celebrated as part of the learning process - because curiosity grows in an environment where children feel safe to explore, test ideas, and learn through play.
As children develop metacognitive skills, they become more confident and curious learners. They begin to see Mathematics as a language they can speak, one that helps them understand, question, and navigate the world around them. By fostering metacognition, we empower children to take ownership of their learning, set goals, and develop a lifelong love for Mathematics.
Written by Adeola Fakoya, co-learner in the Bees (ages 18 months - 3 years) learning group
References
Department for Education. (n.d.). Early years foundation stage (EYFS) statutory framework. GOV.UK. https://www.gov.uk/early-years-foundation-stage
TED. (2025.). 4 Steps to Unlock Your Kid’s Math Potential | Shalinee Sharma. YouTube. https://youtu.be/hg_xzFJ4ZAA
Cadrek1280. (2018). The Importance of Early Math Education. YouTube. https://youtu.be/W2b6TXJsY4Y
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