Chapter 1.
Words that foster 'interest in numbers'

01 Numbers overflowing in everyday life
● Try the number finding game
“Look, there’s a 4 over there.”
02 Get familiar with numbers
● Create opportunities to count numbers
“How many ingredients go into fried rice?
03 Shall we experiment with a scale today?
● Anticipate and experiment
“If I grow taller, will I gain weight?”
04 Number indicating order
● Ask about the order
“Shall I tell you my favorite number?”
05 From addition to subtraction
● Let's think together
“How many will there be if we combine them?”
“How many times can 5 and 2 be divided?”
06 '1+1=2' might not be the case, right?
● Listen to the children's stories
“Oh my, could it be '1'?”
07 Studying How to Converse
● Have fun playing
“So, what should we do?”
08 What is '1/2'?
● Talk about sharing
“Half is also called ‘1/2.’”
09 How many invisible blocks are there?
● Imagine an invisible place
“There’s another one down here.”
10 Which hand is it in?
● Learn to distinguish numbers
“How many are there in this one?”

Chapter 2.
Words that foster 'interest in form'

01 Drawing a line
● Draw more lines
“What kind of picture is this?”
02 Remember the shape names
● Find various shapes
“Shall we find something round and bring it to you?”
03 Connect the dots game
● Draw a shape
“What would it look like if we connected the dots?”
04 Decrypting the Password
● Play with the map
“How should I go?”
05 Developing three-dimensional sense
● Hold it in your hand and play with it
“What does it look like from the front?” “What does it look like from above?”
06 Developing spatial perception skills
● Walk around inside the 3D space
“Which way is there an elevator?”
07 Find repeating shapes
● Find the rhythm
“It looks interesting.
“What name would be good?”
08 Symmetrical Shape ①
● Fold and cut the paper
“What will it look like? I’m looking forward to it.”
09 Symmetrical Shape ②
● Fold, fold, and cut the paper.
“If you unfold it, it might take on a completely different shape.”
10 Feel the lines and shapes
● Describe the shape in words
“What does this look like?”

Chapter 3.
Words that find 'regularity'

01 Play for observation and discovery
● Discover something new
“It’s the same hydrangea, but the flower colors are different.”
02 Developing pattern recognition skills
● Find the pattern
“What color will come out next?”
03 Developing Creativity
● Change the rules
“How about changing the method a little?”
04 Adding the experience of feeling “I see!”
● Find hidden perspectives
“How many were there just now?”
05 Creating something new
● Create fun patterns
“What kind of patterns can I make?”
06 Knowing the order of queuing
● Find the rules
“Okay, what will be the next shape?”
07 Creating various shapes
● Play with blocks
“Can you make a shape like this?”
08 Finding the Out of the Crowd
● Find something unique
“Is there just one thing different?”

Chapter 4: Words that Develop the Power of Thinking

01 Leading to thinking
● Let's think together
“What should I do?”
02 Failure is the driving force behind success
● Praise them even when they fail
“You thought about it again.”
03 There are several ways
● Find another answer
“Isn’t there another way?”
04 Don't give up even if you don't know
● Think for yourself
“You can do it if you think about it carefully, even if you don’t learn.”
05 There is value in wrong predictions
● Think again
“Shall we take a guess?”

How should I talk to my child?
It should be a question that fosters the 'bud' of the power to think and the power to seek!

“How many are in this?”
“If you connect the dots, what will it look like?”
“Can you make a shape exactly like this?”

"Mathematics Skills Starting at Age 2" focuses on the fact that parents should read to their children and continuously speak to them in a way that can nurture their children's mathematical skills.
Above all, it is important to remember that a child's mathematical potential is limitless.
Children are born curious about mathematics.
I am interested in 'shapes' such as circles, triangles, and squares, as well as 'directions' such as front-back-left-right, and the 'number' of pieces of cake or apples on a plate.
In this case, the author says, “Let’s do some subtraction.
We advise against asking questions like, “If Mom takes one from here, how many will be left?” or “Is Dad on the right or the left now?”
He also emphasizes that in mathematics, there are countless correct answers, and that it is important to remember that the 'process' of finding the correct answer is more important than getting the right answer.
Phrases like “What should we do?” and “Let’s think about it together?” will be a stimulus that will nurture your child’s thinking and reasoning skills.
Through "Math Skills Starting at Age 2," I hope that children will experience the power of developing critical thinking and literacy skills, rather than math education focused on entrance exams, and the power to overcome obstacles when faced with them.