A method of systematic behavior analysis is applied to the problem of designing a sequence of learning objectives that will provide an optimal match for the child's natural sequence of acquisition of mathematical skills and concepts. The authors begin by proposing an operational definition of the number concept in the form of a set of behaviors which, taken together, permit the reference that the child has an abstract concept of "number." These are the objectives of the curriculum. Each behavior in the defining set is then subjected to an analysis which identifies hypothesized components of skilled performance and prerequisites for learning these components. On the basis of these analyses, specific sequences of learning objectives are proposed. Finally, a discussion of the ways in which a hierarchically sequenced early learning curriculum can be used in schools is presented. In particular, a "complete mastery model" is described. (Author/CT)