Lincoln and Golden, two preschool-age children, at school on pajama day, are working to arrange and count tiles on the floor. Golden uses many strategies to help him count effectively. He locates the first tile in the series to begin counting (00:03). He tries to say one number word for each tile he points to, but does not point to the sixth tile, saying “six” on the seventh when pointing to the seventh. He has the right idea, but his hand gets ahead of the count. He double-counts the eighth tile after bumping it, which results in an accurate count. He points to the space between tiles 9 and 10, saying “ten,” which results in naming tile 10 “eleven.” With slightly better precision he finishes his count at “twenty-three.” He knows the number sequence but has a little trouble timing his points with his words. We are not sure why he does not correct his skipped counts and double counts. Does he know that bowing to this one-word-per-tile procedure is necessary to get the same cardinal value every time you count? Perhaps not yet.