Measurement is a fundamental concept in both mathematics and science, helping learners understand,

compare, and quantify the world around them. It involves determining attributes such as length, weight,
volume, plane shapes ,time, rate and money standard or non-standard units. In early childhood
development (ECD), introducing measurement concepts through play, exploration, and real-life
experiences helps children develop problem-solving and reasoning skills. Key term to be defined is
measurement.

According to Bamberger(2020) ,measurement is a critical component of evaluation, as it enables us to

quantify and describe the characteristics of objects, events and individuals. According to Taylor and
Kuyatt (2014),measurement is a fundamental concept in science and engineering and it involves the use
of instruments and techniques to assign numerical values to physical quantities .Therefore,
measurement is the act of determining the size, amount, or degree of something by using a standard
unit or scale.

Non-standard units.

Non-standard units are informal, everyday objects used to measure and compare quantities for example
blocks, strings and stones .ECD learners understand concepts better when they relate to real life
experiences. Non standards units for example hands, feets, bottle tops ,sticks allow them to grasp
measurements before learning abstract units like litres or meters. These units help children develop
basic understanding before learning formal or standard units of measurement. They encourage
creativity and problem-solving through familiar objects.

Standard units.

Standard units are formal, universally accepted units of measurement used for precise, consistent
comparison like meters ,centimeters or kilograms. In ECD, introducing standard units can be done in a
simplified, hands-on manner. Standard measures prepares children for more formal learning in later
grades.

Types of measures in ECD.

Plane shapes.

Plane shapes, also known as 2D shapes, are fundamental concepts in early childhood mathematics.
Understanding these shapes helps children develop spatial awareness, pattern recognition, and
problem-solving skills (Clements & Sarama, 2019). At the ECD level, learning about plane shapes is
introduced through play-based activities, hands-on exploration, and real-world applications. Many
houses have rectangular doors and triangular roofs, which can be used to teach about plane shapes. In
stone games , the stones used can be circular or oval, reinforcing shape recognition. Types of plane
shapes in ECD are triangle, rectangle,circle and square.

Length and Distance .

Children learn to compare and order objects based on their length and height. They use non-standard
units such as blocks, hand spans, or strings before progressing to standard measurements (Sarama &
Clements, 2021). Children can also be taught area by arranging blocks on a table to visualize area.

Weight and Mass

Children compare the weight of objects by holding them and guessing which is heavier or lighter for
example balancing objects. According to Van de Walle, Karp, and Bay-Williams (2019), young children
develop an understanding of weight through comparison before learning to use standard measuring
tools. For example, in an ECD classroom, children might compare the weight of two objects by holding
them in their hands or using a balance scale. They can use simple balance scales to compare two objects
for example "Which is heavier—this stone or this leaf?". Let children guess whether an object is heavier
or lighter by comparing them directly.

Volume and Capacity.

For measuring volume cups, spoons, or any available containers can be used to compare and measure
liquids or small objects for example water play . Children explore volume by pouring water into different
containers and comparing which holds more or less. Clements and Sarama (2014) suggest that using
non-standard units, such as cups or bottles, before introducing standard units like liters and milliliters,
helps children develop a deeper understanding of volume. They can also fill containers with sand, water,
or rice, fostering a sense of capacity. Types of volume of measurements in ECD are full or empty,more or
less and introducing learners to standard units of measurements.

Time.

Children begin by comparing the length of time using non-standard units like songs or claps for example
singing a short song while waiting for an activity or playing a game to understand the concept of time .
At an early age, children comprehend time in terms of daily activities like morning, afternoon, and night
before learning to read clocks and calendars. Van de Walle et al. (2019) note that using visual aids like
hourglasses, timers, and schedule charts helps ECD learners internalize time-related concepts. Types of
time measurements in ECD are days of the week,months of the year,season,time of the day and
duration.

Rate.

Rate is a mathematical concept that involves comparing two quantities with different units, such as
speed (distance per time) or price (cost per item).Young learners begin to understand rate through
movement-based activities for example, they can compare how fast two children run. Children can
explore rate by observing how long it takes to complete tasks, such as how many jumps they can do in
10 seconds or how quickly they finish a puzzle compared to their peers (Van de Walle, Karp, & Bay-
Williams, 2019). Games involving racing, timing, and speed comparisons help children develop a natural
sense of rate.Types of rate measurements in ECD are fast or slow,faster or slower and More or less.
Money is a relevant concept that helps leaners develop an understanding of financial literacy and real
world applications. Teaching using coins as a media help them recognize and identify money. For
example making simulating shopping experiences where children can practice making purchases using
play money.This help them understand the concept of exchange and understand the value of money
and its role in everyday life.

Teaching methods.

 Use of Visual Aids and Manipulatives. Use pictures and diagrams to illustrate different units of
measurement because young children are visual learners. According to Clements and Sarama
(2014), young children learn best through active exploration and hands-on activities.
Manipulatives provide concrete representations of abstract concepts. It helps to make learning
more engaging and accessible.

 Engage learners in play-based learning . Play is a natural way for children to learn, and it
enhances their engagement with mathematical concepts (Wood, 2014). Play-based activities
such as water play, sand play, and role-playing in pretend shops can help children grasp
measurement ideas.
 Integrate technology in the teaching and learning process because it provides interactive
opportunities for children to explore measurement concepts. Digital tools such as educational
apps and animated videos can enhance understanding (Fleer, 2018). Teachers can use mobile
applications with measurement games to make learning more engaging.
 Promote hands on activities for example using rulers or sticks to measure objects in the
classroom to promote active participation and exploration.
 Use learner centered approach to allow learners to explore and make their interests and make
choices by providing a variety of measuring tools and materials for children to explore.
Encourage children to ask questions and share their observations.
 Encourage outdoor learning and nature-based measurement activities . Taking learning outside
the classroom enhances children’s engagement and understanding of measurement through
real-life experiences. According to Vygotsky's theory, learning is most effective when it occurs in
meaningful social and cultural contexts. For example, children can collect and compare different
sizes of leaves, use sticks to measure distances, or explore riverbanks to understand concepts of
depth and volume.

References.

Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories
approach. Routledge.

Clements, D. H., & Sarama, J. (2019). Learning and teaching early math: The learning trajectories
approach. Routledge.
Fleer, M. (2018). Digital play in early childhood: What’s the problem? Early Childhood Research
Quarterly, 42, 49-58.

Sarama, J., & Clements, D. H. (2021). Early childhood mathematics education research: Learning
trajectories for young children. Routledge.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics:
Teaching developmentally. Pearson.

Wood, E. (2014). Free choice and free play in early childhood education: Troubling the discourse.
International Journal of Early Years Education, 22(1), 4-18.