ABSTRACT
I wish to commence by thanking the organizers of ICME-6 for the honor that they have bestowed on me in inviting me to write this chapter. It is a daunting task to be asked to survey early childhood mathematics education around the world, and when no other guidelines are given, it gives me an opportunity to choose a particular aspect of great interest, at least of great interest to this writer. Consequently, I have chosen to discuss cultural perspectives on success in early childhood mathematics. I have selected this topic because I feel that we need to consider what we mean by success and in particular how that success is shown by young children.
