Young children’s learning of writing and mathematics is emergent, the word emergent indicating that

‘the child’s understanding is gradually developing, and is being produced through interactions within a culture, their understandings and knowledge expanding through activity’ (Gillen, 2003, p.19). All young children are emergent learners, at home, in pre-school, kindergarten and in school. 

     In open and democratic settings, sensitive adults treat children’s early graphical marks and signs as meaningful and significant. This acceptance supports toddlers and young children's developing confidence in their use of graphicacy to communicate their thinking. In their Mathematical Graphics, understanding and learning emerge as children infuse their intentionally made scribble-marks and early graphical signs with mathematical meanings.  

Gillen, (2003). The Language of Children. Routledge.