Coordinating ordered number words or symbols with items or successive units. Reciting the sequence is distinct from counting a collection and from understanding what its final count represents.
A constraint on valid counting, such as stable ordering of number words, one-to-one correspondence with items and the cardinality principle. Understanding and coordinating these constraints should be distinguished from rehearsing a count routine.
The principle that the final number word in a valid count represents the cardinality of the whole collection. A child's knowledge of this relationship is different from merely repeating the last word after being prompted.
A description of which exact number-word meanings a child demonstrates in tasks such as giving a requested collection. Early knowledge of particular small quantities can precede a general use of the counting system; task context and errors matter when assigning the description.
