HOW AND WHY TO TEACH ALL ASPECTS OF PRESCHOOL AND KINDERGARTEN MATH NATURALLY, DEMOCRATICALLY, AND EFFECTIVELY (FOR TEACHERS WHO DONT BELIEVE IN ACADEMIC PROGRAMS, WHO DO BELIEVE IN EDUCATIONAL EXCELLENCE, ANDWHO FIND MATH BORING TO THE MAX) .2.

This is Part 2 of a math series; Part 1 appeared in the May 1993 issue of Young Children. Part 2 focuses on sets-classifying, comparing, mat ching, adding, subtracting-especially as children encounter them in pl ay settings. Part 3 is to be about learning spatial relations and geom etry, especially through block building and woodworking. Part 4 will f ocus on sequences-patterns, arranging objects by size, and time-and me asurement, particularly as children cook and play with water and sand.