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The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors

The earliest years of a child's education-from birth through 3rd grade-set the foundation upon which future learning is built. In recent years, state policymakers have emphasized the need to improve children's reading skills early on because a lack in this essential skill is a strong predictor of low student performance and increased high school dropout rates. By 2012, a total of 32 states plus the District of Columbia had policies in statute aimed at improving 3rd-grade literacy, with 14 of those states requiring retention of students on the basis of reading proficiency. Yet, while the emphasis on reading proficiency is critical, research shows that the development of mathematics skills early on may be an even greater predictor of later school success. Early knowledge of math not only predicts later success in math, but also predicts later reading achievement even better than early reading skills.

Math at Play is a multimedia resource for people who work with children from birth to age five.   Join us to explore early mathematical development, and the important ways that caregivers nurture children's understanding of math concepts -- through social-emotional relationships, language, everyday play experiences, materials and intentional teaching.

Governors' Role in Strengthening Early Mathematics Learning

Assistive Technology must be play-based and appealing for young children. Appropriate assistive technology supports encourage children to explore and participate in literature, and use their imagination. Assistive technology may support their mobility and provide access to materials. Visual supports help them to understand what comes next or the steps in an activity. These supports must never take the place of engaging activities but should enhance participation and understanding. The following materials were created as examples of how supports could be added to normally occurring activities to enhance the participation of young children.

Healthy Beginnings Developmental Chart

FAQs and responses developed by the National Council of Teachers in Mathematics