Using See and Learn First Counting

See and Learn First Counting is designed to teach children to say the number words from 1 to 10, to recognise the numerals 1 to 10, to link quantities to numbers, to count sets of 1 to 10 items and to understand cardinality. It is also designed to teach the key maths language needed at this stage of number learning.

When to start

See and Learn First Counting is suitable for children who understand and can say (or sign) at least 100 words. For many children with Down syndrome, this will be at around 3 or 4 years of age.

See and Learn First Counting is also suitable for older children who are still at this stage of number learning.

Activities

See and Learn First Counting includes eight activities, designed to meet five goals:

1. learning number words
2. learning numerals
3. learning to link quantities to numbers
4. learning to count
5. learning cardinality

1 - Learning Number Words

The first activity is designed to teach your child to say the number words in order using numerals as a visual prompt.

2 - Learning Numerals

The next three activities are designed to teach children the numerals and to test their knowledge.

Most children will have begun to learn to recognise which number words are represented by each written numeral in the first activity but activities 2a, 2b and 2c ensure that they do know them and can recognise them correctly in any order.

Teaching using matching, selecting and naming activities can be a very effective way to teach new words and concepts.

2a - Matching Numerals

First we teach the child to link number words to numerals by playing a matching game.

When matching, children simply have to identify which numeral is the same as another. As you give your child a card to match, you should always say the number word. This helps to teach your child the spoken word for the item or concept they are looking at.

2b - Selecting Numerals

Next, we check that the child is learning to link the number words (or signs) with the correct numerals by asking them to select numerals from two or more choices.

To correctly select a numeral, your child must have learned the correct word for the numeral so that they can choose the correct numeral from a selection of 2 or more.

Selecting activities enable children to demonstrate that they understand which number words are linked to which numerals before they can say or sign the words.

2c - Naming Numerals

Finally, we ask the child to name each numeral.

3 - Linking Quantity to Numerals

This activity is designed to teach your child that numbers represent quantities, and the links between spoken number words, numerals and specific quantities.

4 - Learning to Count

This activity is designed to teach children to count using one-to-one correspondence. It also begins to teach that we count to find out "how many" items we have and that the last number word we say as we count items tells us how many items we have.

5 - Learning Cardinality

The next two activities are designed to teach the child the cardinal principle.

5a - Giving a Number

This activity is designed to teach a child to give a specific number of items from a larger set.

5b - Learning Equivalence

This activity is designed to teach children that if they share items equally, then they only need to count one set to know how many items are in the other set.

Activities, number sequences and developmental progression

See and Learn First Counting is designed to help children progress in developmental steps. Later activities build on the knowledge and skills learned in earlier activities, and should therefore be taught in order.

Guidance is provided as to when children should be ready to start each activity and when they are ready to move on.

There is some evidence that it is important to master early number skills with small numbers first - before moving on and learning larger numbers. We therefore recommend that children should learn all of the activities for the numbers up to 5, before starting to learn the numbers up to 10.

We develop the children's skills and understanding in each activity, starting by teaching just 1 and 2. As they master each activity with a particular sequence of numbers (for example, 1-2), they can move to the next activity using that same sequence (1-2). They can also then continue the first activity introducing the next number to be learned in sequence (for example (1-2-3).

For example, a child who has learned to say "one-two" (Activity 1) is ready to start to learn to match the numerals 1 and 2 (Activity 2a) and to start to learn to say "one-two-three" (Activity 1).

We steadily build the sequences the children work with in each activity up to 1 to 5. When they are confident at all of the activities with numbers up to 5, then we continue to extend the sequence and teach up to 10.

You can use the progress record provided (Figure 1) to track your child's progress and to identify when they are ready to move to each activity with each sequence of numbers.

Language

We recommend consistently using simple language throughout the teaching activities. This will make it easier for the children to learn the key vocabulary and to understand what they are being shown.

We provide recommended spoken prompts, instructions and questions in the guidance for each activity, which we encourage you to use.

These are designed to reduce working memory and language demands. Where appropriate, we recommend key words are spoken at the end of sentences as research suggests this can help children learn them more easily.

Organising sessions

Location

Find a place to carry out the activities that is comfortable, quiet, well-lit and free from distractions. Ensure that there are not lots of things in easy reach or on view that your child would rather do.

Timing

Choose whatever time that you feel is best for both you and your child, for example, when your child is not too tired, and when you are not likely to be interrupted.

Developing your child's ability to sit still, concentrate and engage effectively in learning activities is an important goal to prepare them for learning in preschool and at school. Be confident and positive, but set the expectation that when you ask them to achieve a task they will complete it successfully - even if you do it together with plenty of prompts at first.

Duration

Keep the sessions short so that you can keep your child's interest. You may start with sessions lasting just a few minutes if your child is new to this type of activity.

Gradually increase the length of each session, up to 5-10 minutes. Try to always end on a positive note. Avoid carrying on for too long and losing your child's interest.

Frequency

'Little and often' is the best principle to encourage progress. Repetition is essential for your child to make progress. Complete a short activity session as often as you can. Ideally, this will be daily.

Using alongside other See and Learn programmes

See and Learn Numbers is designed to be used alongside other See and Learn programmes supporting language, reading, speech and memory development.

We recommend that you plan a regular routine, incorporating one or two activities from each programme each day into one or more teaching sessions. Plan the activities before starting so that you can move through them quickly and hold your child's attention. Some children will prefer shorter sessions, but many children with Down syndrome as young as 2 to 3 years will sit and successfully engage in learning activities for periods lasting from 30 to 60 minutes.

Rates of progress

We have no data on rates of progress for children with Down syndrome working through these activities. Research indicates that it takes most typically developing children 2 to 3 years (from about 3 to 6 years) to go from learning first number words to understanding the cardinal principle.

We expect most children with Down syndrome will progress through the activities in See and Learn First Counting from preschool and through their early primary/elementary school years.

Individual children will progress at different rates. It is important that each child progresses at the rate that is right for them and that each activity is mastered and understood before moving on to the next. Record forms are provided to help you track your child's progress.