Counting & Cardinality – supporting early number sense Scroll to learning area

This observational video shows young children developing counting and cardinality through play, routines, movement and interaction. The aim is not to assess children, but to notice how number understanding is built over time.

Good for looking at

• Counting in meaningful context
• One to one correspondence
• Understanding “how many” – cardinality
• Subitising small quantities
• Counting backwards and forwards
• Adult modelling of number language
• Responsive adult support
• Mathematics embedded in routines
• Children checking and revisiting quantities
• Shared attention and enjoyment

Before watching, it may be helpful to remind yourself that:

• Counting is more than saying numbers in order. Children are learning what numbers mean.
• Cardinality develops when children understand that the final number said tells us how many there are altogether.
• Children need repeated, varied experiences of counting objects, actions and sounds before this understanding becomes secure.
• Early maths learning is strongest when it is embedded in everyday activity, not separated into “maths time”.
• Adult support works best when it is responsive and observational, rather than directive or corrective.

As you watch, try to observe how the adults support learning, not just what the children can already do.

Noticing children’s mathematical thinking

• Where did you see children using counting meaningfully?
• What examples of one‑to‑one correspondence did you notice?
• When did children show understanding of how many altogether?
• Were there moments of instant recognition of small numbers (subitising)?

The role of the adult

• How did adults model counting and number language?
• Where did adults slow down, repeat, or re‑count to support understanding?
• How were children encouraged without being corrected or rushed?
• How did adults follow children’s interests while still supporting maths learning?

Environment and routines

• How were everyday moments (movement, games, snack, tidying, songs) used to explore number?
• What resources supported counting and cardinality?
• How did repetition across the session help children consolidate learning?

Thinking about your own practice

• Where do similar counting opportunities already exist in your setting?
• How could you place more emphasis on “how many” rather than just counting?
• How might you use movement, rhythm or familiar routines to support number understanding?