Abstract
Even before formal schooling begins, there are significant developments in children's counting ability (e.g., Baroody & Ginsburg, 1982; Fuson & Hall, 1983; Gelman & Gallistel, 1978; Ginsburg, 1982; Schaeffer, Eggleston, & Scott, 1974). The child begins to learn the number-word sequence (rote counting) and then uses this sequence to count sets (object counting). Recently, some resea rchers (e.g., Briars & Siegler, 1981; Fuson & Hall, 1983; Wagner & Walters, 1982) have questioned Gelman and Gallistel's (1978) assertion that these two counting abilities are governed by (implicit) principles.
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