The following principles will guide teachers’ classroom practices in establishing a high-quality, challenging, and sensitive early mathematics preschool program. These principles are partially based on the ten recommendations in Early Childhood Mathematics:Promoting Good Beginnings, set forth by the National Association for the Education of Young Children and NCTM in 2002.
Build on preschool children’s natural interest in mathematics and their intuitive and informal mathematical knowledge
Encourage inquiry and exploration to foster problem solving and mathematical reasoning
Use everyday activities as natural vehicles for developing preschool children’s mathematical knowledge
Introduce mathematical concepts through intentionally planned experiences (in addition to what they spontaneously engage in)
Provide a mathematically rich environment
Provide an environment rich in language, and introduce preschool children to the language of mathematics
Support English learners in developing mathematical knowledge as they concurrently acquire English
Observe children to discover opportunities to clarify, extend, and reinforce their existing mathematical concepts and to help them discover new mathematical concepts
Provide an environment in which all children can learn mathematics, set appropriately high expectations for all children, and support individual growth
Establish a partnership with parents and other caregivers in supporting children’s learning of mathematics[1]
Figure 7.15: This pillow face made with shapes is math in action.[2]
National Association for the Education of Young Children. (2002). Early Childhood Mathematics: Promoting Good Beginnings. NAEYC. Retrieved May 9, 2025, from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/psmath.pdf
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