To ensure that all children enter elementary school with the foundation they need for success, a major national initiative is needed to improve early childhood mathematics education, says a new report from the National Research Council.

Opportunities for preschoolers to learn mathematics are currently inadequate, particularly for those in low-income groups, says the report, which is intended to inform the efforts of Head Start, state-funded preschool programs, curriculum developers, and teachers.

Historically, mathematics has been viewed by some early-childhood educators as unimportant or developmentally inappropriate for young children, but research indicates otherwise, the report says. As early as infancy, children are able to think about their world in mathematical ways; by 10 months of age, babies can distinguish a set of two items from a set of three.

Young children continue to expand their competence in informal, spontaneous ways – by counting toys, for example, or pointing out shapes. Adult support in a positive learning environment is crucial to helping children expand their knowledge and see the mathematical aspects of everyday situations, the committee said.

The amount of time devoted to and focused on mathematics needs to be increased in all public and private preschool settings, the report says.