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This study examines possible relations between early mathematical skills and motor life skills in 450 toddlers aged two years and nine months. The study employs baseline data from the longitudinal Stavanger Project – The Learning Child. The children’s mathematical skills and motor life skills were assessed by structured observation in the natural environments of kindergartens; authentic assessment. Two staff members independently observed each child during play and daily life activities over a period of three months. Consistent with recent studies of older children, the results revealed a significant relation between motor skills and mathematical skills. Children with weak, middle and strong motor life skills also exhibited low, medium or high levels of skills in mathematics. The differences between the groups yielded a moderate to large effect size (Cohen’s d). The groups differ also for each of the six sections in the observation instrument (Counting and series of numbers, Enumeration, Shape and space, Pattern and order, Mathematical language, and Logical reasoning).

This research article attempts to determine strategies that can be used to support children’s cognitive and social-emotional development in early childhood care and education programs. By synthesizing empirical evidence about pedagogical techniques that promote children’s competencies, the article aims to identify those characteristics of programs that ultimately contribute to the effectiveness of early childhood care and education. In particular, the article summarizes strategies that foster children’s acquisition of language, math, and social-emotional skills. In so doing, it responds to the needs of program staff who struggle to understand and address the numerous developmental needs of young children and it provides concrete guidance for policymakers and management personnel who aim to design purposeful programs which benefit child development effectively.

This paper presents a program of teaching mathematics for preschoolers with mental retardation with means of Kuisener sticks. Stages of correctional and pedagogical work, and the methods and techniques of teaching preschool math skills with numbers are described. Exercises during which children assimilate composition of number are introduced. Kuisener sticks are increasingly used in the work of preschool pedagogues for different educational and developmental objectives: building counting skills, the development of orientation in color, size, formation of constructive praxis, spatial representations, and others. Experience of the development of elementary mathematical concepts in preschool children with mental retardation with the help of Kuisener sticks is described.