In order to do so, it is essential that they are exposed to texts, pictures, books, etc., For example, structured play that is integrated into children’s everyday interests can more easily introduce the fundamentals of written language (Mellgren and Gustafsson, 2011). Even the youngest children use abstract and numerical ideas (amounts, shapes, sizes) in everyday “play” (Bjorklund, 2008), and staff can use children’s existing knowledge and curiosity to develop mathematical concepts, methods and language (Amit and Ginsburg, 2008). In everyday activities, numeracy should focus on “big ideas" to support mathematical competence, namely numbers and operations, shapes and space, measurement and patterns (Amit and Ginsburg, 2008, NIEER, 2009). Longitudinal studies on early numeracy show that a child’s understanding of numbers and numeric relationships can predict later acquisition of arithmetical skills and mathematical competence (Aunio and Niemivirta, 2010, Aunola et al., They can tap into a child’s creativity and motivate curiosity, exploration, sharing and problem solving (UNESCO, 2010).