Learning to Count

1, 2, 3 ...

The first step in counting is typically “rote counting” or memorising the names and order of the numbers. Often children are able to do this before the age of three. However, this does not mean that they understand the concepts behind the numbers - numerical concepts follow later.

11. 12. 13 ...

To count higher than nine, children need to understand that a new “decade” begins and what that decade is called. In English, the “teen” numbers are the hardest to learn because they have somewhat random names - after all, it would be so much easier if after ten, we had oneteen, twoteen, threeteen instead of eleven, twelve, thirteen!

Because of the nature of the “teen” numbers, children need to memorise the numbers and sequence and this takes time. Another challenge is remembering the name of the new decade -we have all heard a child pause after counting to 29 and then say “50!”

Car journeys and other waiting times are good times to practise counting, but keep it light and fun and change activities when your child loses interest. You want to keep your child interested and motivated to learn to count, not turned off to numbers.

Reading counting books together may be another low-key way to reinforce counting concepts. A very popular counting book is "The Very Hungry Caterpillar" by Eric Carle.

One for me, one for Sam, one for mummy – 1,2 3

One-to-one correspondence is another important concept for children to master. This means that a child links each number to an additional object. Initially children may count and skip items or touch more than one item as they say a number name. For practice in one-to-one correspondence, ask your child to help set the table and count as they put one fork at each place, one spoon at each place, and so on.

Keeping track of what was counted is another important component to one-to-one correspondence. For correct counting, children have to have a method for remembering which items they already counted and not counting one item multiple times.

Introduce methods for keeping track such as counting objects into sections of an egg box, asking your child put only one object in each section as she counts. Or use a piece of paper with a line drawn down the middle. Start with all of the objects to the left of the line. Help your child move objects to the right of the line as they are counted.

Parents sometimes wonder whether using fingers to count is a good skill to teach. For many children, finger counting may be an excellent way for them to practise one-to-one correspondence (one finger per object).