A vast gap can exist between educators’ intentions to support young children’s mathematical development, and their ability to describe children’s progress. In this workshop, we will introduce some tools that may be useful in describing children’ progress in mathematics learning in early childhood settings: (1) an example of a learning progression that describes a continuum of mathematical knowledge and skills, from foundational

to proficient, and (2) an example of an assessment of early mathematical ability appropriate for preschool age children. The session will be interactive, with leaders invited to reflect on how these tools align with their perceptions, practices and programs and to contribute their perspective on how to improve future development of progressions and assessments in the early years.