Georgie: Annie, I'm wondering if, having a look in this basket here, can you find the tiniest, smallest, smallest thing that you can find?
Georgie: Maybe Izzy, you can help if you like?
Georgie: Could be a stick or it could be one of these things here.
Georgie: Which one's the smallest?
Georgie: Clancy, do you want to help too? Which one do you think is the smallest in here?
Georgie: O00h, that's pretty tiny. All right, so that's going to be our number one up the end there, Clancy. Do you want to put It down on the ground, on the edge of the mat? Yep, right there is good. Oooh, up there? Yep, that's fine. So, that's our number one tiniest bit. Shall we see, if we can find something a little bit bigger? Do you guys want to come and help as well? Come and help me.
Georgie: Oh, that's pretty big. Is that bigger than the little one we had there? Yeah? Okay, do you want to put it next to it?
Georgie: Should we do? I'm wondering, we've got two different types of things here Pippa. I'm wondering. This might be easier. Why don't we put sticks there? We'll do them in a minute. Let's just do the ones in here. Yeah, because I realize what's going to happen. Ali, can you get me the tiniest one? Ooh, that's pretty small as well. Is that smaller or bigger than the little one that Ali's got? Small. Small? Okay, so that's ...
Georgie: very small Izzy. So if we ... Let's pop it down here so everyone can see.
Georgie: So that was our smallest.
Georgie: Where does this one go? Is that smaller or bigger?
Child 1: The smaller.
Georgie: Smaller. So this side? Okay. And then ... Oh, yeah good choice Annie.
Georgie: So what's the next biggest one after this?
Georgie: Wow, that's so small! Where's that going to go?
Georgie: Up there! Near the big one or down here near the small one? Great. I'm going to swap that over here.
Georgie: D'you think? Yeah. Okay. What about all of these? I'm confused now.
Georgie: Yeah, I can see that's a line going that way.
Georgie: After here Annie, do you think? Okay, I'll turn it around, turn that around. Can you see the line beginning? Like it starts out tiny, gets bigger.
Georgie: Yes! Well done Clancy. Good choice. Pippa, you've got your own line happening there. Do you want to join in to ours? Okay. Where would you like to put yours? Come and show me where you would like? So just pause for a second Annie, Pippa is going to.
Georgie: So this one, Pippa, is that smaller or bigger than this?
Child 2: Smaller.
Georgie: Smaller. So this is quite a big rock. So the small ones are going to go on this side. Do you want to choose a spot?
Georgie: Down here. Beautiful. All right. What about this one, Pippa? There's still more in your line. Smaller or bigger?
Child 3: Smaller.
Georgie: Smaller. Okay.
Georgie: Izzy, what do you think? Oh, do you choose smaller or bigger?
Kirsty Liljegren: Hello, I'm Kirsty Liljegren. In this example, we meet a small group of children responding to the challenge of ordering a group of natural objects according to size. What mathematical concepts do you notice as the children experiment with materials together? What is significant about how each child communicates what they know through their actions and or language? When we are observing experiences either in the moment or through the documentation, the Illustrative Maps are helpful ...
Kirsty Liljegren: resources supporting the Victorian Early Learning Development framework, can be one prompt, as we assess children's learning, both as individuals and as a group. Let's look at the learning outcome for this Domain of Learning and Communication. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesizing, researching and investigating. This is evident, for example, when children create and use representation to organize, record and communicate mathematical ideas and concepts.
Kirsty Liljegren: The offering of a basket containing various natural objects and the puzzle to find the smallest one immediately engages the children. There is a flurry of active exploration as the children sort, classify and then begin to line up the materials supported by the teacher's participation. We can consider these ideas further as we analyze this experience. As the children suggest their rocks and pine cones, they are consulted about where they think items could be placed as they construct a line together.
Kirsty Liljegren: Children delight in their contributions, sharing their mathematical language. "Look how small this is" shares Izzy, who is confident with her placement of the rock. The composition
becomes less ordered and the responsive teacher shares her thoughts out loud. "I'm confused" she says calmly. The children don't appear perturbed by this. Open to the teacher's suggestions and building on the evolving line. Clancy arrives with a larger rock, exhibiting awareness of the group's purpose to order the objects by size.
Kirsty Liljegren: Pippa, working on her own, is invited to contribute to the group willing to participate and connect her ideas. The children continue to sort and classify the rocks. Sorting by size and classifying whether bigger or smaller, through the concept of a line as a collective. So, some questions to consider for reflection: What role do open ended materials play in children's active exploration in your setting? How intentional are you inviting children to explore mathematical thinking and concepts in response to what you have observed in children's play? Or, introducing new learning opportunities? What pedagogical strategies would you utilise and plan for to support children's construction and co construction of knowledge?
Updated