This study investigated the developmental aspects of subitising, verbal and object counting, and reasoning skills among young Jamaican children within a guided play environment that incorporated gestures. It employed a comprehensive intervention for mathematics education, involving pre- and post-interviews with a cohort of 10 children aged 5 to 6 years. Employing a mixed-method approach, transcriptions of the children’s utterances and gestures were meticulously analysed to identify pivotal moments in their mathematical skill acquisition. The findings underscored the intricate relationship between subitising, counting, and cardinality, asserting the fundamental role of these skills in facilitating numerical development during early childhood. Notably, the study highlights the significance of gestures, particularly using fingers, for augmenting reasoning skills and nurturing a profound conceptual understanding of numerical concepts. By highlighting the symbiotic relationship between cognitive processes and physical gestures in mathematical development, the study contributes valuable insights into educational practices, emphasizing the multifaceted nature of learning in young children and advocating for the incorporation of guided play enriched with gestures in early mathematics education.
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