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ERIC Number: EJ1087049
Record Type: Journal
Publication Date: 2016-Feb
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1082-3301
Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones
Jacobi-Vessels, Jill L.; Brown, E. Todd; Molfese, Victoria J.; Do, Ahn
Early Childhood Education Journal, v44 n1 p1-9 Feb 2016
Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent mathematics learning. In this article, we discuss the milestones of counting development and examine preschool classroom mathematics observations through the lenses of two CLASS Dimensions, Concept Development and Instructional Learning Formats. Recommendations for effective instructional strategies around counting and suggestions for incorporating mathematics instruction into storybook reading are provided.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A