Pattern Making
To develop pattern recognition and creation skills as foundation for algebraic thinking.
- Framework: EYFS
- Unit: EYFS Mathematics
- Learning area: Mathematics
- Level: EYFS 3-4
Objectives
- Copies simple patterns
- Continues patterns
- Creates own patterns
- Notices patterns in environment
Materials
- Pattern-making resources (beads, blocks, pegs)
- Pattern cards to copy
- Outdoor pattern resources
- Printing and stamping materials
Instructions
Begin with simple repeating patterns of two elements: red, blue, red, blue or big, small, big, small. Physical materials children can handle—beads, blocks, pegs—work better than pictures because children can touch and manipulate them.
Say patterns aloud using sounds or words: 'Red, blue, red, blue—what comes next?' The verbal pattern helps children hear the repetition. You might also use sounds: 'clap, tap, clap, tap' or movements: 'jump, sit, jump, sit'.
Ask children to continue patterns: 'I've started a pattern. Can you keep it going?' Check they truly understand the rule rather than just copying: 'What comes next? And after that? How do you know?'
Move from copying to creating. 'Can you make your own pattern?' At first, children may simply make rows of one colour—that's not yet a pattern. Gently prompt: 'A pattern is when something repeats. Can you make it go blue, yellow, blue, yellow?'
Find patterns in the environment: 'Look at the fence—rail, post, rail, post. That's a pattern!' 'Your jumper has stripes—blue, white, blue, white.' Help children see that patterns exist everywhere, not just in maths activities.
Make patterns physical and musical. Clapping patterns, stepping patterns, drum patterns: 'Loud, quiet, loud, quiet.' Movement patterns embed the concept in bodily experience and make it memorable and fun.
Introduce more complex patterns when children are ready: ABC patterns (red, yellow, blue, red, yellow, blue) or growing patterns (one block, two blocks, three blocks). Some children will be ready; others need more time with simpler patterns.
Connect patterns to daily routines: 'First we have snack, then we play outside, then we have story. Tomorrow it will be the same—snack, play, story. That's a pattern in our day!' This shows patterns exist in time as well as space.