"Increasing numbers of young children are in settings where they can encounter mathematics in experiences that build on one another, expanding early understanding sequentially, in developmentally appropriate ways. Research on children’s learning in the first six years of life validates the importance of early experiences in mathematics for lasting positive outcomes. A growing body of research also supports curricular resources for early mathematics. Teacher preparation programs, education agencies, policymakers, and other partners must commit resources and mobilize to support teachers and collaborate in developing effective early childhood mathematics programs.
In a high-quality mathematics program for early childhood learners, teachers and caregivers can enhance children’s natural interest in mathematics and their instinct to use it to organize and make sense of their world. Mathematical experiences for young children should take advantage of familiar contexts, building on relationships within families, linguistic and cultural backgrounds, and the informal knowledge of early learners. Mathematics curricula and teaching practices should rest on a solid understanding of both mathematics and the development of young children.
Teaching practices should strengthen young children’s problem-solving and reasoning abilities in experiences that are both informal and involve more formal, prepared materials. Teachers should connect ideas within mathematics as well as with other subjects, and they should encourage children to communicate, explaining their thinking as they interact with important mathematics in deep and sustained ways. Finally, early childhood educators should actively introduce mathematical concepts, methods, and language through a range of appropriate experiences and teaching strategies. These should be monitored by observation and other informal evaluations to ensure that instructional decisions are based on each child’s mathematical needs.
Teacher education programs should give attention to the mathematics component of early childhood programs, and continuing professional development opportunities should support high-quality mathematics education. The development of institutional policies that promote teachers’ mathematical learning, teamwork, and planning can provide the necessary resources to overcome the classroom, community, institutional, and system-wide barriers to young children’s mathematical proficiency. Such initiatives will ensure the future of young children, who are our next generation of mathematics learners."
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