UNIVERSITY OF SOUTH AFRICA (UNISA)
Department of Early Childhood Education and Development
⋄
EMERGENT MATHEMATICS
ASSESSMENT 3: PORTFOLIO
Year Module Portfolio, 2026
⋄
Module Code: EMA1501
Module Name: Emergent Mathematics
Assessment No.: Assessment 3 (Portfolio)
Year: 2026
Submitted in partial fulfilment of the requirements for Emergent Mathematics
at the University of South Africa.
, UNISA | EMA1501 Assessment 3: Portfolio 2026
Activity 1: Play
Play is the main way in which young children make sense of the world, and it is through play
that they meet mathematical ideas such as quantity, shape, position and pattern before they
ever meet them as symbols on a page (Piaget, 1962; Vygotsky, 1978). The Curriculum and As-
sessment Policy Statement for the Foundation Phase also expects Grade R mathematics to be
developed through play and informal activity (DBE, 2011). South African research shows, how-
ever, that teachers’ stated belief in play does not always show up in what happens in the class-
room, which makes well-planned play resources and activities all the more necessary (Barnard
and Braund, 2016).
1.1.1 Types of play depicted in the pictures
No. Type of play Definition
1. Role play (socio- Children take on the roles of people they know, here a doctor and
dramatic play) a nurse, and act out real-life situations using props such as a stetho-
scope, a medical bag and a clipboard. They imitate adult behaviour
and language, negotiate who does what, and in so doing rehearse
social rules and everyday number use such as dosages, waiting
turns and counting patients (Smilansky, 1968).
2. Physical play (gross Active, whole-body play in which children cycle, kick and throw
motor play) balls, skip, hang from bars and fly a kite. It develops large-muscle
control, balance, coordination and body awareness, and it gives chil-
dren first-hand experience of space, distance, speed and direction.
3. Constructive play Children manipulate and combine materials, here coloured building
blocks, to make something new such as a tower or a wall. They test
balance, compare sizes and fit shapes together, which builds early
understanding of shape, space, height and number (Piaget, 1962).
4. Games with rules Play that follows agreed rules or a set task, often with an adult
(structured or guiding it. In the picture a child and an adult work with letter pieces
guided play) and cards in a matching task. The child has to follow the rules of
the game, wait, check and match, which builds concentration, turn-
taking and logical thinking (Piaget, 1962).
Page 1 of 13
Department of Early Childhood Education and Development
⋄
EMERGENT MATHEMATICS
ASSESSMENT 3: PORTFOLIO
Year Module Portfolio, 2026
⋄
Module Code: EMA1501
Module Name: Emergent Mathematics
Assessment No.: Assessment 3 (Portfolio)
Year: 2026
Submitted in partial fulfilment of the requirements for Emergent Mathematics
at the University of South Africa.
, UNISA | EMA1501 Assessment 3: Portfolio 2026
Activity 1: Play
Play is the main way in which young children make sense of the world, and it is through play
that they meet mathematical ideas such as quantity, shape, position and pattern before they
ever meet them as symbols on a page (Piaget, 1962; Vygotsky, 1978). The Curriculum and As-
sessment Policy Statement for the Foundation Phase also expects Grade R mathematics to be
developed through play and informal activity (DBE, 2011). South African research shows, how-
ever, that teachers’ stated belief in play does not always show up in what happens in the class-
room, which makes well-planned play resources and activities all the more necessary (Barnard
and Braund, 2016).
1.1.1 Types of play depicted in the pictures
No. Type of play Definition
1. Role play (socio- Children take on the roles of people they know, here a doctor and
dramatic play) a nurse, and act out real-life situations using props such as a stetho-
scope, a medical bag and a clipboard. They imitate adult behaviour
and language, negotiate who does what, and in so doing rehearse
social rules and everyday number use such as dosages, waiting
turns and counting patients (Smilansky, 1968).
2. Physical play (gross Active, whole-body play in which children cycle, kick and throw
motor play) balls, skip, hang from bars and fly a kite. It develops large-muscle
control, balance, coordination and body awareness, and it gives chil-
dren first-hand experience of space, distance, speed and direction.
3. Constructive play Children manipulate and combine materials, here coloured building
blocks, to make something new such as a tower or a wall. They test
balance, compare sizes and fit shapes together, which builds early
understanding of shape, space, height and number (Piaget, 1962).
4. Games with rules Play that follows agreed rules or a set task, often with an adult
(structured or guiding it. In the picture a child and an adult work with letter pieces
guided play) and cards in a matching task. The child has to follow the rules of
the game, wait, check and match, which builds concentration, turn-
taking and logical thinking (Piaget, 1962).
Page 1 of 13
