Children aged 2-6 are in the stage of "concrete thinking in images". No matter who teaches them, they should follow the basic laws of children's psychological cognition, make good use of the "concrete objects" around them, let children start with concrete external actions, gradually internalize the corresponding relationship between numbers and quantities in their minds, and then reconstruct it, and finally form an abstract logical relationship to help them establish mathematical logical thinking.
For example: for example, you ask a three-or four-year-old child: 2+3=? The child may not be able to react immediately, but if you ask the child to count two oranges in his left hand and three oranges in his right hand, and then ask him a few oranges, the child will know five oranges immediately, or count 1-5 from left to right. This is the correct way for children to get close to numbers, cultivate a sense of numbers and establish the corresponding relationship between numbers and quantities. The so-called learning ahead of time beyond children's cognitive ability "wins at the starting line" is actually just countless times to exercise children's memory ability, which has nothing to do with thinking ability.
Therefore, mathematics enlightenment should never be regarded as simple "counting" and "counting", rather than instilling knowledge. It should start with "inspiring thinking" and let children think and ponder in their own actions (games and life). Through games and interaction, children can gradually draw out logical thinking (concrete thinking in images) from concrete things, establish an understanding of corresponding mathematical relations, and establish mathematical thinking habits to practice conclusions, which is a kind of logical thinking ability of "seeing problems from multiple angles and solving problems".