Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

利特科夫斯基等人。将学龄前儿童在三个计数项目上的表现与各种标准进行比较。我们澄清，Litkowski 及其同事发现对于幼儿园来说太容易的项目实际上是国家研究委员会报告《幼儿数学学习：通往卓越和公平的道路》中 4s/PK 的目标，但它们被列为幼儿园标准以确保所有儿童都有机会学习这些关键能力。他们的文章中对当前各州幼儿标准的可变性的有用分析表明，由于同样的原因，幼儿园共同核心国家标准 - 数学需要保持不变。我们建议，与调查研究相比，早期儿童研究资金最好用于所有儿童的高质量教学环境研究。