During the internship, in an early childhood context, I observed a group of children learning the mathematical skills of addition, subtraction, multiplication and division; through a series of interactive activities. The first method I looked at was an activity (involving addition, subtraction, and multiplication) that used counters of different colors. After receiving fifteen red counters, the children were asked to count them. Next, the teacher asked the children to calculate what was the highest and lowest value they could get by adding the counters together; the answer is 15 and 2. After the children found the answers to this simple puzzle, they were given ten blue tokens and asked to find the highest and lowest value again, but this time by multiplying the number total of blue tokens (ten) to red tokens (in any quantity). This left the children with fifteen multiplication questions to write and answer in their workbooks. Vygotsky's scaffolding theory (which was further developed by Bruner) could be linked to this activity as children as a whole were given support with the first multiplication task. , with the teacher answering the first question for them; letting them find the highest value (Gredler, 2012). Further scaffolding was evident when pupils were placed on their tables according to the level at which they were currently learning. For example, the table with the most mathematically challenged students was given a worksheet with all the questions written for them: leaving it up to them to answer the questions. However, it could be argued that more support could have been helpful, as the difficult part of the maths activity was having to answer the question... in the middle of the paper...). Piaget's learning theory. Interdisciplinary Journal of Contemporary Research in Business, 4(9), pp. 106-129.• Doherty, J. and Hughes, M. (2009) Child Development. Theory and practice 0-11. Essex: Pearson Education Limited, p. 256.• Dowling, M (2013). The thoughts of young children. London: SAGE Publications, p. 71• Gredler, M. (2012). Understanding Vygotsky for the classroom: is it too late? Educational psychology review. 24 (1), pp. 113-131.• Nutbrown, C. (2006) Threads of Thinking. Young children's learning and the role of early education. London: Sage Publications.• Penn, H. (2008) Early Childhood. Problems and controversies. Maidenhead: Open University Press.• Staddon, J. and Cerutti, D. (2003) Operant conditioning. Annual review of psychology [online]. vol. 50, pp.115-114 [accessed January 31, 2006]. Available at: .