Designed to uncover the foundations of learning at school entry, the EAC helps make visible the developmental needs that often sit beneath early attainment.
To give you a small glimpse into what this means in practice…
Did You Know? Fingers and Early Maths
Many children anchor their early understanding of number to their fingers.
Before abstract maths makes sense, children often rely on their ability to feel their fingers and recognise which finger is which, using them to represent quantity. This is known as ‘finger gnosis’. If a child finds it difficult to identify or differentiate their fingers, it can affect how confidently they develop early number sense, particularly counting, subitising, and calculation.
A Simple Classroom Check
You might notice this in a very simple way: 1) Ask a child to close their eyes 2) Gently touch one of their fingers 3) Ask them: “Which finger did I touch?”
If children are unsure, guess repeatedly, or rely on visual checking, this may indicate that finger awareness is still developing.
Why This Matters in Practice
A child struggling with early maths may not have a “maths difficulty” as such.
Instead, they may still be developing the sensory-motor foundations that support number understanding.
What Helps? Simple, Everyday Strategies
The good news is that these skills are highly responsive to everyday classroom practice:
- Finger rhymes and counting songs
- Finger puppets and storytelling
- Games that involve naming and isolating fingers
- Clapping, tapping, and patterning activities
What if small insights like this could help you spot learning needs earlier and act with confidence? That’s the power of the Early Action Compass.
