Today, I helped with a small group activity by using colourful counting bears for promoting early mathematical concept, colour recognition, and oral language development. Children were asked to sort the bears by colour, count them into bowls, and asked to describe their actions using position words like in, under and next to. This activity was linked to EYLF V2.0 Outcome 4.2: Children use play to investigate, imagine and explore ideas, and Outcome 5: Effective communication (AGDE, 2022).

I planned this activity with developmental diversity in mind by offering support where needed and adjusting my prompts to suit each child’s engagement level. For example, one child like to count aloud with confidence, while another preferred matching by colour. I showed Standards 1.5: differentiate teaching and 3.2: plan structured learning experiences through adaptation and scaffolding (AITSL,2017).

This practice aligns with Vygotsky’s Zone of Proximal Development, as I helped children just beyond their independent abilities using simple prompts like, “What comes after three?” and “Can we count together?” (McLeod, 2025). I modelled counting in context and encouraged peer-to-peer learning, reflecting sociocultural pedagogy and the EYLF Practice of intentional teaching (AGDE,2022).

The activity also supported play pedagogy by using tactile, child-directed materials to make mathematical learning enjoyable and relevant. Research shows that the early numeracy skills are developed effectively through hands-on experiences, guided exploration, and verbal reasoning (Raghubar & Barnes, 2016).

In line with NQS QA1.2.2: responsive teaching and scaffolding, I made sure that the experience was responsive to the children’s interests, encouraging them to choose which coloured bears they want to have and narrate their thinking. I used warm, welcoming and encouraging body language to promote responsive engagement, upholding NQS QA5.1.1: positive educator to child interactions (ACECQA, 2020) and ECA code of ethics (Early Childhood Australia, 2016).

One of the less expressive children was able to communicate through gestures and pointing. I responded by narrating their actions in loud voice like, “You put three blue bears in the cup” modelling inclusive teaching strategies and supporting children with exceptionality.

Cultural diversity was embedded by respecting children’s home languages and offering counting phrases in multiple languages when appropriate. Although Aboriginal and Torres Strait Islander perspectives was not clearly implemented, I plan to include natural materials like shells and stones in future counting experiences to connect with Country and include cultural learning.

For building partnerships with families, I helped in taking photos to include in the communication app. I also recommended a counting song in both English and a home language spoken in the room, fostering inclusion and family-centre collaboration.

Reflecting on the session, I believe the small group structure allowed for rich verbal interaction and differentiated teaching. Next time, I plan to extend the experience by introducing size and patterning concepts, slowly growing mathematical reasoning.