A review and synthesis of the literature on quantification in infancy and early childhood is provided. In most current conceptualizations, early quantification is assumed to be number based. However, the extant literature provides no clear-cut evidence that infants use number to perform quantitative tasks. Instead, new research suggests that quantification is initially based on nonnumerical cues, such as area and contour length, whether or not a task involves discrete items. The authors discuss the implications of these findings with respect to early quantification and its relation to later numerical development.