Young children’s minds are sponges. They absorb almost anything they are exposed to. From a more scientific point of view, children are constantly developing neural pathways, or connections formed by the complex network of nerve cells in the brain. Engaging in various types of play, sensory experiences, and exploration stimulates the formation of diverse neural connections. The first few years of life are particularly critical as the brain is highly plastic and receptive during this period. 

Play is a natural and essential way for children to explore their environment, learn problem-solving skills, and develop social and cognitive abilities. In fact, children are hard-wired to explore their world, whether it takes the form of dumping pots and pans from a cupboard or shredding a roll of toilet paper. Their curiosity is insatiable during those early years. So, doesn’t it make sense to explore a wide variety of mathematical concepts in pre-school and early elementary years—when children are predisposed to explore and new concepts are fun and exciting? Yes! 

Is that how we traditionally teach math? No! 

Although preschoolers may have some exposure to math, it is frequently limited to the most basic of math skills, such as number recognition, counting, and working with basic concepts like shape, patterns, sorting, and classifying. By first grade, they are focusing on writing their numbers, memorizing basic addition facts, and solving simple addition or subtraction problems. Those are definitely important foundational skills. Unfortunately, the tedium of developing sufficient motor skills to write math problems or memorize their math facts frequently causes children to hate math at the very time it should be most fascinating to them.  

However, it doesn’t have to be that way! How do I know? I’ve had children and grandchildren. Children age 3 and 4 can explore what are considered “advanced” mathematical concepts, such as algebra, division, multiplication, decimals, fractions, percents, etc. by playing games and using manipulatives. It is simple, fun and engaging.  

It doesn’t matter that the child can’t read. It doesn’t matter that they can’t physically write their numbers. It doesn’t matter that they haven’t memorized what 3+7 equals. They can explore all kinds of things, and their “sponge-like” minds process the information long before anyone can tell them that it is supposed to be hard or complicated. 

Here are some of the topics introduced in Simply Smart Math which can be taught any time from 3 years old on: 

• • Place value 100-9999 

• • Negative Numbers 

• • Graphs 

• • Subtracting Larger Numbers 

• • Introducing Algebra 

• • Addition Fact Families 

• • Rounding 

• • Multiplication 

• • Area & Perimeter 

• • Division 

• • Multiplication Fact Families 

• • Coordinate Planes 

• • Fractions 

• • Decimals 

• • Ratios 

• • Money 

• • Volume & Weight 

• • Statistics 

• • Venn Diagrams 

• • Percents 

• • Circle Circumference

Seriously? 

Yes, seriously! 

How do we do it? Let’s look at the example of teaching negative numbers. Set out a bunch of wooden train tracks. Put an engine in the middle of the track and label it zero. There are only two things the child needs to know about negative and positive numbers:   

1. The position of the train on the track (or on a number line) 
2. Which direction the train is moving 

If the train sits to the right of zero, it is on a positive number. If it is to the left of zero, it is a negative number. 

If the train is moving forward to the right, it is going in a positive direction. If it moves backward to the left, it is moving in a negative direction. It’s that simple. Within 15 minutes the 3-year-old can add and subtract negative numbers. They can quickly determine if a train starts out on 2 and moves forward 4 (+4), they are on 6. If they then move -7, they go backward on the tracks and end up on -1.

Here is a true story to prove the point: my 3-year-old grandson watched as his 4- and 5-year-old siblings were taught a lesson on negative numbers and then played the train game. It was a year and a half before their mom got back to repeating the lesson on negative numbers. She pointed to a three and asked if they could take 4 away from 3. This grandson, who hadn’t worked with negative numbers in a year and a half blurted out, “yes, but you end up on a negative number.” 

It didn’t matter that he hadn’t memorized his math facts, or write his numerals. It didn’t matter that he had to use his fingers or count on the train track. The fact is that those neuropathways were developed and he understood and could use the concept. Math is exciting! Make it exciting for your children.