Preschool shapes and patterns: simple activities at home

The short answer

Explore shapes by handling them, talking about their edges and corners and spotting them around you. Patterns start with noticing that something repeats, then copying it, then saying what comes next. Words such as on, under, next to, in front of and behind help a child say where things are. All three grow through short, relaxed play, and children get there at different times.

About these ideas. The activities and the six cards in this guide were written by SunnySeeds Academy for families to try at home. They are not our lesson plans, not part of a prescribed curriculum and not a test. There is no score and no pass mark.

Shape, pattern and counting are different ideas

Counting is about how many. Shape is about what something looks like: whether its edges are straight or curved, and how many sides and corners it has. Pattern is about order: what repeats and what comes next. Position is about where: on, under, beside. A child can be confident with one and still be exploring another. Our counting activities guide covers how many; this guide covers the other three.

What educators describe

The NSW Department of Education in Australia, in its early childhood numeracy guidance for educators, describes shape and space, the language children use for position, and repeating patterns as parts of early numeracy alongside number. We use that as general background only. It is not the Malaysian preschool curriculum and not a description of our own programme.

Noticing what makes a shape

• Sides. The straight edges. A triangle has three; a square and a rectangle have four.
• Corners. Where two sides meet. A circle has no straight sides and no corners; its edge is one curve.
• Same shape, different look. A triangle is still a triangle when it is big or small, long and thin, or turned upside down.
• Square and rectangle. Both have four sides and four square corners. A square is a rectangle whose four sides are all the same length.

Talking about these features helps more than asking only for names. "How did you know it was a triangle?" invites your child to explain what they see, and "I can count three corners" is a better answer than a name alone.

From copying to extending a pattern

Patterns tend to build in steps. A child might first notice that something repeats, then copy a pattern with the same things, then carry it on, and later find a missing part or make a pattern of their own. Begin with two things taking turns, such as circle, square, circle, square, often called an AB pattern. When that feels easy, try three in the part that repeats, such as triangle, triangle, circle, an AAB pattern. Saying the pattern aloud together helps a child hear the part that repeats.

Patterns are not only shapes. Clap, tap, clap, tap is a pattern. So is red cup, blue cup, red cup, blue cup on the table, or jump, jump, clap in the garden.

Words for where things are

Position words describe where something is compared with something else: on, under, next to, beside, in front of, behind, between, inside and outside. Use them naturally while tidying up or getting dressed, such as "your shoes are under the chair" or "put the book next to the bag". Games where your child gives you the instructions help too, because they have to choose the word.

Supervised activities to try at home

Keep each activity to a few minutes and stop while it is still fun. Use large everyday things that cannot fit in a mouth, or drawings on paper, and stay with your child the whole time.

• Shape walk. Look for circles, squares, triangles and rectangles around the home or on a walk: a clock face, a window, a road sign, a door. Talk about the sides and corners of each one.
• Big block patterns. Use large blocks or plastic cups in two colours. Make a short pattern, ask your child to copy it underneath, then to carry it on.
• Sound and action patterns. Clap, tap, clap, tap; or jump, jump, clap. Ask what comes next, then let your child make one for you to copy.
• Fix my pattern. Lay out a pattern with one piece out of place. Your child spots what does not fit and puts it right.
• Where is teddy? Put a soft toy on, under, beside, in front of or behind a chair, and ask your child where it is. Then swap, so your child tells you where to put it.
• Use the cards. The six cards below work on screen or on paper. Point, talk and take turns; there is nothing to cut out. If you want to check: the empty box on the AB card is a square, the empty box on the AAB card is a circle, and the missing shape on the third pattern card is a circle.

What to avoid

• Small loose items such as beads, buttons, coins, small pattern tiles, dried beans or pebbles, which a young child could choke on. Use large blocks, cups, soft toys or drawings instead.
• Climbing on furniture to act out position words. Move the toy, not the child, and keep the game at floor level.
• Turning play into a test, timing your child or comparing them with other children.

Every child explores at their own pace

These activities are practice ideas, rather than an age assessment. Some children enjoy patterns long before they name shapes, and others the other way round. If you have questions about your child's progress, ask their teacher what they see in class.

At SunnySeeds

Children in preschool and kindergarten learn mathematics through Eureka Maths, with hands on tools and logical thinking, and numeracy is part of our nursery programme. This guide does not describe how those lessons run, so ask your child's teacher. See how maths sits alongside the three languages on our curriculum page. For more home ideas, our counting activities guide has printable matching cards, and science activities at home has a printable Predict, Try, Notice sheet.