In recent years, the importance of early childhood mathematics education has become increasingly evident globally. Despite its acknowledged significance in Japan, the importance of mathematics is not always recognized. However, both exposure to mathematics from early childhood and the experience of learning and enjoying this subject enhance the future enjoyment and significance of learning mathematics. This study proposes an early childhood mathematics program that connects preschool education in Japan—which currently lacks a formal mathematics curriculum—with elementary school education. Our program framework was developed with reference to Wiles’ model based on the following three elements: the five key areas of focus in Japanese kindergarten education, children’s basic mathematical competencies developed in Japanese elementary schools, and the mathematical literacy Japanese children should acquire. To test the effectiveness of our proposed program, we assessed the mathematical performance of 150 five- and six-year-old children who participated in both the pre- and post-surveys at 23 private preschools in the Tokyo metropolitan area. The results indicate a significant increase in the test scores of the participating children (N = 150) after taking part in playful mathematical activities within our proposed program, with the children showing an increased ability to propose their own ideas. This suggests that participating in such an early childhood mathematics program can build a foundation for learning mathematics in elementary school as well as make future mathematics learning meaningful, even if the subject is learned informally in preschool.
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