This book brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. Following a preface, this book is divided into two parts. Part I, Major Themes and Recommendations, presents the first chapter of the book, (1) Major Themes and Recommendations (D. H. Clements). Part II, Elaboration of Major Themes and Recommendations, continues with five sections. Section 1, Standards in Early Childhood Education, offers the next chapters of the book: (2) Standards for Preschool and Kindergarten Mathematics Education (S. Bredekamp); and (3) Mathematics Curriculum in the Early Childhood Context (C. E. Copple). Section 2, Math Standards and Guidelines, continues with chapters: (4) What Is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons from New Research (K-H Seo and H. P. Ginsburg); (5) Pre-K to Grade 2 Goals and Standards: Achieving 21st-Century Mastery for All (K. C. Fuson); (6) The Role of Psychological Research in the Development of Early Childhood Mathematics Standards (A. J. Baroody); (7) The Developmental Bases for Early Childhood Number and Operations Standards (A. J. Baroody); (8) PSSM from a Constructivist Perspective (L. P. Steffe); (9) A Prospective Developmental Perspective on Early Mathematics Instruction (C. Sophian); (10) Geometric and Spatial Thinking in Early Childhood Education (D. H. Clements); and (11) Measurement in Pre-K to Grade 2 Mathematics (D. H. Clements and M. Stephan). Section 3, Curriculum, Learning, Teaching, and Assessment, continues with chapters: (12) Making Sense (K. Richardson); (13) Number Worlds: A Research-Based Mathematics Program for Young Children (S. Griffin); (14) Fostering Preschool Children's Mathematical Knowledge: Findings from the Berkeley Math Readiness Project (A. Klein and P. Starkey); (15) Technology in Early Childhood Mathematics: Building Blocks as an Innovative Technology-Based Curriculum (J. Sarama); and (16) Mathematics Problem-Solving Adventures: A Language-Arts-Based Supplementary Series for Early Childhood that Focuses on Spatial Sense (B. Casey). Section 4, Professional Development, presents: (17) Early Childhood Mathematics Instruction: Seeing the Opportunities among the Challenges (R. Feiler); (18) The Early Childhood Collaborative: A Professional Development Model to Communicate and Implement the Standards (J. V. Copley); and (19) The Professional Development Challenge in Preschool Mathematics (J. Sarama and A-M. DiBiase). Section 5, Toward the Future: Implementation and Policy, presents the final chapter: (20) Mathematics Guidelines for Preschool (M. M. Lindquist and J. M. Joyner). Appendices include: (1) Reactions; (2) Afterword (D. Berkovitz); (3) Engaging Young Children in Mathematics (J. Ware); (4) Agenda--Main Conference; (5) Agenda--Follow-up Conference; (6) State Standards; and (7) Biographical Sketches.