• Children understand and can say the verbal numbers “one” “two,” “three,” and so on.
• They recognize the written numerals 1,2,3, and so on.
• They have a systematic process for counting objects; They say each successive number as they touch each successive object in a group. Eventually, children count by mentally “tagging” (rather than physically touching) each object.
• They also use their fingers for representing small quantities (e.g., 3 fingers equals 3 objects) Their use of fingers for both counting objects and representing quantities may be a key means through which they integrate the two processes into a single conceptual structure.
• They equate movement toward higher number with such concepts as a lot. More, and bigger Similarly, they equate movement toward lower numbers with such concepts as a little, less, and smaller.
• They realize that any change in one dimension (e.g., from 3 to 4) must be accompanied by an equivalent change along other dimensions (e.g., from “three” to “four” and from *** to ****)