The development of pattern-related abilities through play activities in young children

This thesis investigates nursery children's knowledge, understanding and skills in patternmaking
as an aspect of early mathematical development. It presents two discrete but closely
related studies, a cross-sectional and a longitudinal study. The methodology includes use of
structured assessment activities using familiar play materials. Assessment focuses firstly on
different aspects of pattern-making; secondly, on pattern perception; and thirdly, on wider
aspects of developing cognition. The methodology includes collection of case study data in the
naturalistic setting of the nursery class.
The cross-sectional study, focused on knowledge, understanding and skil1s in pattern-making at 3½ and 4½ years, finds an increasing minority of children successful in repeated pattern-making
and 2D spatial pattern-making but not linear symmetrical pattern-making. Few children
evidence pattern perception at either age but an increasing minority evidences an emergent
understanding of the word 'pattern.'
The longitudinal study tracks children's development towards and within pattern-making from
3½ to 4½ years. It details development in two key aspects of pattern-making, colour and spatial
organisation, through case study data. An examination of commonalities in development leads
to hypothesised developmental pathways in both aspects of pattern-making. A single pathway
leads towards complex colour organisation. Distinct pathways lead to basic and complex spatial
organisation and to the basic elements of pattern. Pathways to 2D spatial pattern-making are
more varied than pathways to repeated pattern-making. Quantitative analysis confirms key
features of the pathways although some findings remain tentative.
Differences in the detail of individual pathways are highlighted, as are wide differences in
children's rates of development and in their interests and motivation. There are no findings of
significant gender-related differences. Children's competencies in the colour organisation strand
of pattern-making are significantly associated with abilities across key areas of developing
cognition. Spatial organisation competencies are at first associated with a narrow range of
primarily spatial abilities but this extends to include number and rhythmic abilities at 4½ years.
The study confirms and extends some earlier findings, and also presents new findings. Findings
lead to questioning of guidance on curriculum goals and pedagogy for the age-group. They
highlight a need to acknowledge the creativity of many young children in this area of mathematics.