What indicates a young child is at an early stage of learning to count?

The indication that a young child is at an early stage of learning to count is reflected in their ability to understand that each object must be assigned a unique counting word. This understanding emphasizes one-to-one correspondence, which is a foundational skill in early mathematics. When a child grasps that each item they are counting (like toys, blocks, or stickers) corresponds to a separate number word, they are beginning to develop the concept of counting itself. This stage is crucial because it lays the groundwork for more advanced counting skills and numerical understanding in future learning stages.

In contrast, the other choices represent skills that indicate a more advanced level of counting ability. Knowing how to count in skips of two suggests familiarity with patterns and grouping, which comes after mastering basic counting. Reciting numbers to 20 shows numerical sequencing but doesn’t necessarily imply an understanding of counting individual objects. Using tally marks for counting illustrates an ability to represent quantities visually, which is a skill that typically develops after a child has established the basic principles of counting.