Mathematics concepts in early childhood education are often predictors later outcomes for student success, because mathematics is a foundational area of academics. The purpose of the research is to engage educators in conversations regarding experiential learning opportunities in early mathematics through curriculum planning and instructional practices that benefit young children in general and special education contexts. The three manuscripts presented explore topics of play-based instructional strategies that foster growth mindsets, utilizing differentiation strategies in mathematics, and comparing mathematics intervention strategies for children with speech or language impairments. Each manuscript brings unique opportunities for educators through underlying connections including foundational mathematics concepts, special factors that contribute to learning difficulties in mathematics, play-based learning, and instructional strategies. Throughout the research foundational early mathematics concepts and developmental trajectories are examined, specifically in the number sense domain, which is essential for constructing later mathematical concepts including logical thinking and arithmetic processes. Curriculum planning and instructional practices such as play-based experiential learning strategies, explicit instruction, differentiation, and repeated practice opportunities are imperative to creating engaging and meaningful learning experiences in an early childhood classroom. The major outcome of the research has been opening a discussion with educators, administrators, and other stakeholders regarding the importance of mathematics curriculum in early childhood educations. Implications for the field include aspects of teacher preparation courses, bolstering mathematics curriculum, incorporating a variety of research based instructional practices, and considering a diverse range of special factors when designing mathematics interventions. Through the research educators are able to make curricular choices that inform practices regarding mathematics in early childhood, which aid in alleviating the opportunity gap before children enter formalized education in elementary school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]