Early Algebra: noticing predictability with the Wooden Fellows

Noticing things that repeat

The first step is noticing things that repeat, things that feel predictable. Young children often focus on visual patterns, such as colors, shapes, or objects that repeat. But patterns can also be found through other senses: in sounds, like music, rhymes, or repeated letter sounds; in touch, such as the feel of different fabrics or carpet textures; and even over time, in familiar routines like bedtime, birthdays, or the changing seasons. Noticing these recurring elements helps children begin to make sense of the world around them.

Look at Maurice, for instance, who found two mugs with two different patterns as we were traveling. What is different? What is the same?

Describing patterns

The next step is describing patterns. Finding patterns around us often leads to natural and engaging conversations as not all patterns are simple to explain. Describing a pattern requires identifying the unit that repeats, paying close attention to the details of what repeats and what does not. Taking time to describe patterns helps deepen understanding and provides endless opportunities to enter young children’s thinking.

The Very Hungry Caterpillar, by Eric Carle, in particular, is full of patterns (and one of Mme Rigolotte’s favorite book to read : )

Predicting what comes next

Then come discussions around Predicting. What would come next? This step requires children to use what they have noticed and make thoughtful predictions, considering the “rules” to better anticipate what follows. Predicting is a natural path to move from simply observing patterns to actively engaging with them.

Creating patterns

Finally, with time, comes the step of creating patterns. Young children often begin by making simple patterns, such as stacking red and blue blocks alternately. But, as always, their creativity will surprise you as they start to describe, extend, and invent more complex and unique patterns on their own.

Pierre-Qui-Roule loves making patterns outside, using sticks, rocks, or whatever he finds.

So, how can you strengthen young children’s algebraic thinking?

1. As you read books, invite children to notice repeated phrases, rhythms, or story structures. Ask, “What do you think will happen next?” or “Do you notice anything that repeats?” 
2. As you walk outside, look for patterns in fences, leaves, or building designs. Count steps, spot alternating sidewalk tiles, or make up a clapping pattern together as you go.

   

3. At the grocery store, talk about the order in which you shop. Do we usually get bread before milk? Why? Invite your child to notice your routine so they can begin to recognize patterns over time and explore the purposefulness behind familiar routines. In any store, there are additional patterns to notice, like the shelves of bulbs Petite Clothilde discovered at a hardware store nearby.
4. In a waiting room, turn a quiet moment into a playful one: line up crayons, or books in a pattern and invite your child to guess what comes next, or make their own.
5. As you pick out clothes, talk about stripes, polka dots, or favorite color combinations. Invite your child to mix and match in a new pattern of their own.
6. As your day unfolds, point out familiar routines: breakfast, playtime, lunch, nap. Ask, “What usually happens after lunch?” or let your child invent a new routine for a stuffed animal.

Mathematics is indeed all around, and so are patterns, offering a plethora of opportunities to play with algebraic thinking!

What other opportunities should we add to our list?