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“2 ones are 2, 2 twos are 4…”
For many parents, multiplication tables are an important part of a child’s school journey.
And naturally, parents want their children to become confident in maths.
But when it comes to preschoolers, there is an important question to ask:
Should we start with tables, or start with understanding numbers?
During the early years, children benefit from developing number sense first. Counting, grouping, sorting, patterns and comparing quantities create the foundation for more advanced mathematical concepts later.
So before asking your child to memorise tables, let’s make maths fun.
Every child develops at their own pace.
Preschool children can begin exploring:
These skills help prepare children for multiplication.
For example, if your child understands that three groups of two make six, they are already beginning to understand the idea behind multiplication.
They don’t necessarily need to memorise a table yet.
Ask your child to count:
“Can you give me five spoons?”
“How many red blocks are there?”
“How many books are on the shelf?”
Real objects make numbers easier to understand.
Take six blocks.
Make three groups of two.
Ask:
“How many blocks are there altogether?”
This is an early introduction to multiplication through play.
Imagine you have three plates.
Put two pieces of fruit on each plate.
Ask:
“How many pieces do we have?”
Suddenly, maths has become part of snack time!
Write numbers on the floor.
Call out:
“Jump to 4!”
“Now jump to 7!”
You can later introduce simple number patterns.
Movement can make learning more engaging for young children.
Try:
2, 4, 6, 8…
“What comes next?”
Or:
1, 3, 5, 7…
Pattern recognition is an important foundation for mathematical thinking.
Ask:
“Which tower is taller?”
“Which group has more?”
“Which box has fewer toys?”
Children begin learning mathematical vocabulary without realising they are doing maths.
Instead of only asking:
“What is 5 + 2?”
also ask:
“How did you get your answer?”
This helps parents understand how the child is thinking.
When your child is ready to learn multiplication tables, don’t rely only on repetition.
Use:
For example:
“Four plates have two spoons each. How many spoons do we need?”
The child experiences the concept before memorising the formula.
You don’t need a special maths worksheet every evening.
“Which packet is bigger?”
“Can you give me two spoons?”
“Can you put three toys in each box?”
“How many blocks did you use?”
“How many red cars can you see?”
These small conversations build early mathematical thinking.
Memorisation can help children remember multiplication facts.
But understanding helps them apply those facts.
A child who memorises 4 × 3 = 12 knows an answer.
A child who understands four groups of three can use that knowledge in a new situation.
That difference becomes increasingly important as mathematics becomes more complex.
This is why early childhood learning benefits from hands-on experiences, exploration and learning by doing.
Depending on age and development, children can gradually explore:
Formal multiplication tables can be introduced when children are developmentally ready.
There is no prize for rushing.
At Shanti Juniors, early learning focuses on developing a strong foundation rather than making children rush through academic milestones.
The **iCube Learning Ladder—Inquiry, Interaction and Innovation—**encourages children to explore concepts through interaction and hands-on experiences.
The broader curriculum brings together approaches such as Montessori, Reggio Emilia, HighScope, Waldorf and Bank Street to support holistic development.
The focus is not simply:
“Can my child remember this?”
It is also:
“Can my child understand it, use it and enjoy learning it?”
The next time you’re counting spoons, arranging toys or climbing stairs, remember:
You are already teaching maths.
You don’t always need a textbook.
Sometimes, the best learning tool is simply the world around your child.
Because when children discover that maths is everywhere, it becomes something they can understand—not something they need to fear.
Explore the [Shanti Juniors Curriculum], [iCube Learning Ladder] and our [Junior KG] and [Senior KG] programs to learn more about our approach to early learning.
Admissions Open 2026–27
Toddcare | Nursery | Jr. KG. | Sr. KG. | Daycare
There is no single age for every child. Children can first develop counting, grouping, patterns and number sense.
LKG children can explore grouping and patterns, but formal table memorisation should be age-appropriate.
Use everyday objects, counting games, puzzles, blocks, sorting activities, patterns and simple comparisons.
Once children understand grouping, use songs, games, visual aids and repetition to make multiplication facts easier to remember.
Understanding allows children to apply mathematical concepts to different situations instead of only recalling memorised answers.
Counting, sorting, matching, building, pattern games, shape hunts and comparing objects are simple and effective activities.
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