Young Children’s Patterning Competencies and Mathematical Development: A Review

Abstract

Activities with patterns (e.g., making a necklace with alternating blue and red pearls) are common in many preschool and kindergarten settings. These activities are assumed to play an important role in children’s mathematical development. Nevertheless, most research on early mathematical development focuses on numerical and arithmetical abilities, with considerably fewer empirical studies on the role of patterning in children’s mathematical development. There is now, however, an increasing number of research studies in developmental cognitive psychology and (psychology of) mathematics education that focus on the analysis and stimulation of patterning abilities in young children. In this contribution, we discuss the recent literature on patterning abilities in children in the transition from preschool to primary school. We compare different definitions and operationalizations of patterning and elaborate on the association between mathematical patterning abilities and other domain-specific as well as domain-general cognitive abilities. Finally, interventions aimed at stimulating patterning abilities in young children are explored. Theoretical, methodological, and educational implications of the available studies as well as perspectives for further research are discussed.