The National Research Council recently completed a study of early childhood math, synthesizing and analyzing the past 20 years of research from a number of disciplinary fields. Authors of the report will draw implications for policy and practice that will help all children, especially vulnerable children, get a strong start in learning mathematics during their first years of schooling. This report focuses on early experiences with number and space for infants through age three, and it focuses on early mathematics education, which is viewed as learning, teaching, teacher education, and curriculum, for children age three through six. The committee paid special attention to the learning and teaching practices that underscore mathematic development in children who are three years of age through kindergarten. Special attention is paid to this age range because it is generally associated with providing children with cognitive and social development opportunities that are associated with successful entry into formal schooling. Preschool children are excited about learning and enjoy activities that develop their mathematics competencies. Thus, it is important that early childhood educators support children's motivation to learn and this support is even more important for children from low socioeconomic backgrounds because enriching early learning experiences provide the opportunity for them to begin kindergarten on more level footing with their more affluent peers.