Number mad 2 year old

[hippodrama]

My little boy who has just turned 2 is number mad. He can recognise written numbers from 0 - 100+ and can count beyond 100. He points out numbers EVERYWHERE - on speed signs, doors and even things that look like numbers but aren't - (a "9" in the swiss roll today). It's amazing but a little concerning. He took an interest about 6 months ago when he started playing with a box with lots of little numbered boxes within it, and he was off! I thought this obsession might fade but it hasn't. I don't want to discourage but I'm also concerned about encouraging too much as well. Socially he's OK. He's an only child and I'm a lone parent and he doesn't go to nursery or anything. I'm a little concerned that he's too engrossed in his number world. Any thoughts or advice would be appreciated.

I would say have fun with it!
Most children have their little favourite things that they are interested in. By the time they are 5, they are usually all the same!

Your little boy sounds lovely, and very bright.

My DS (now 4) has always been crazy about numbers too. I wouldn't worry about it, and if he turns out to be a science genius that can only be a brilliant thing. I love the "9" in the swiss roll you mention.

If it is what he is interested in, find ways to share the interest with him.

• Numberjacks (on CBeebies or DVD) is lovely
• Looking at numbers going for walks along the street ... DS was amazed when we found that all the even numbers were on one side of the road, and all the odd numbers on the other.
• Basic games that use a dice - snakes and ladders or "Beetle"
• Looking at where numbers are on a watch or clock face. My son can't tell the time yet, but for ages has known things like "Bed time is when the hands are at 8 and 12".
• Look for buses locally to you - there is the "461" and there is another "37".

Some of the Orchard Toys toys might also be really good.

I wouldn't be trying to get him started on GCSE Maths (joke) yet or anything as pushy sounding as that, but if this is seriously what he is interested in, then join in. My son has always been crazy about numbers & how things work. I think it is nice to go along with their enthusiasms. In 6 months time he may be onto something else - like how things work, or letters, or whatever.

You have probably got a future engineer on your hands!

DS (now 3.6) has been mad keen on numbers and I used to spend ages writing them randomly on a blackboard for him to identify! Board games that involve counting and dice are popular (Goose for example). However, he has moved onto letters a bit (this is where numberplates are good). Another suggestion is the foam numbers and letters you can play with in the bath (ELC does them).

Thanks for these helpful suggestions. I'll invest in some board games I think.

What do you do when they start school though and are way ahead of others? At this rate DS will know addition and subtraction by 4!

DS is 4 1/2 and starting to work out addition for himself. Telling me things like "3 plus 4 are 7, and 2 plus 5 are 7 as well". Yesterday he told me that "6 and 6 are 12" and "three 3's is 9". Not rocket science, but beginning to try to work out how things fit together.

I don't know about school yet, as DS only starts in September, but I think (?) that the class teacher tries to ensure all children are pushed, at the relevant standard. From a few friends' comments this often means that the top 5-6 kids in the class sometimes get taught a few bits more advanced than the main bulk of the class, and the teacher or teaching assistant also tries to help those bottom bit of the class separately too. A lot of the first year or two in school is about learning to do things in a class environment, rather than specifially focussing on academic acheivement levels. But someone already at Reception or Year 1 may be able to answer this more clearly.

Will he count things as well?

Yes, he counts things too - cars in the car park is a recent example that comes to mind.

Alaska HQ - I just don't see how it's possible for one teacher to accommodate the needs of all the children in a large class - some of the children would likely get overlooked. I guess this is just the way it is, and not too big a deal as long as certain children are not overlooked all or most of the time.