Mathematical thinking - Early childhood learning trajectories - User guide

Oct 16, 2026

AERO’s Early Childhood Learning Trajectories (Mathematical thinking) user guide supports educators in observing and documenting how children’s mathematical thinking develops across early years. It aligns Learning Trajectories with the Early Years Learning Framework V2.0 and shows how Learning Outcomes map to domains. The guide explains that the trajectory is not a checklist, outlines a domain structure with four subdomains and three strands each, and provides indicator-led observations plus guidance for educators to scaffold patterns and predictions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Early childhood learning trajectories

Alignment with Early Years Learning Framework V2.0

National Quality Standard: Quality Area 1

What is mathematical thinking?

Four subdomains and their strands

How to use the learning trajectories

Patterns and predictions: what might you see

Educators’ and teachers’ support strategies for patterning

Practice guide for early childhood education and care Build professional knowledge | Develop techniques and practices Mathematical thinking Early childhood learning trajectories June 2023 | Last updated May 2026 Early Years Learning Framework AERO’s Early Childhood Learning Trajectories align with the principles, practices and outcomes of the Early Years Learning Framework V2 .0. The Early Childhood Learning Trajectories: User Guide provides further information and demonstrates how the Learning Outcomes can be mapped to domains. National Quality Standard Quality Area 1 – Educational program and practice [edresearch.edu.au](edresearch.edu.au) 1 of 12 Mathematical thinking Early childhood learning trajectories What is language and communication? Mathematical thinking is embedded in children’s everyday lives. Research shows mathematical thinking and learning starts in infancy and develops into adulthood. It includes learning about mathematical conceptsand applying them in everyday situations. Mathematical thinking involves 4 subdomains, including these skills and ways of thinking: • Patterns and predictions: noticing patterns (repetition of 2 or more items) and predicting what comes next, which is the foundation of mathematical and logical thinking. • Shapes and spatial thinking: describing physical objects, including what type of object they are (and why), their position relative to each other and their direction of movement. • Measurement and data: understanding units of measurement (e.g. , length, weight and area) and using broader mathematical knowledge to answer simple questions through a process of collecting, interpreting, representing and communicating information. • Measurement and data: naming numbers in sequence and connecting them to quantities, and using actions, objects or numbers to represent quantities symbolically. [edresearch.edu.au](edresearch.edu.au) 2 of 12 Mathematical thinking Early childhood learning trajectories How to use the Early Childhood Learning Trajectories These learning trajectories will help you observe children’s progress in mathematical thinking. They will give you language and ideas for documenting children’s learning and development, and for your conversations with families and colleagues about children’s progress. The trajectory is not a checklist. You are encouraged to use your professional knowledge and judgement in determining how each child may demonstrate progress along each trajectory, and how best to support their learning. The domain for this set of learning trajectories is mathematical thinking. Within this domain, there are 4 subdomains: patterns and predictions, shapes and spatial thinking, measurement and data, and quantity and counting. Each subdomain is presented in a separate table. Within each subdomain, there are 3 strands, describing the capabilities that changeover time as children learn and develop. Within each strand, there are indicators that describe what you might observe as children progress along the trajectory. These indicators build on one another over time. [edresearch.edu.au](edresearch.edu.au) 3 of 12 Mathematical thinking Early childhood learning trajectories Patterns and predictions What might you see Changes as child develops and grows the child doing? Recognise and describe patterns in the world around them Develops an intuitive understanding of repeated patterns such as night and day. Notices similarities and differences, and uses this to sort things according to one or more attributes and to recognise repetition and sequence. Knows that patterns require 2 or more elements that are repeated, and becomes aware of patterns in many contexts, such as music, art, rhyme or routines. Notices and describes more complex patterns, such as symmetry or spirals in everyday environments. | Copy, extend and create patterns, and fill in a missing element | Participates in regular r

FAQs

What is the purpose of the Early Childhood Learning Trajectories user guide?

It provides information and examples to help educators map learning outcomes to domains and support documentation and conversations about children’s progress in mathematical thinking.

Is the learning trajectory a checklist?

No. Educators are encouraged to use professional knowledge and judgement to determine how each child demonstrates progress along each trajectory and how to best support learning.

What are the four subdomains within mathematical thinking?

They are patterns and predictions, shapes and spatial thinking, measurement and data, and quantity and counting.

Oct 16, 2026

Uploaded by Anna Hans