Historically there has always been a lively research discussion on whether the development of number concept should be considered as innate, or whether the catalyst for the development of the number concept -- and for counting -- is hearing number words combined with seeing concrete examples. One can recognize these theories as the nativist view ('nature') and the empiricist view ('nurture'). Research reveals (Baroody et al., 2008) that young children's spontaneous attention for number is affected by age, language and the collective make-up. These findings seem to support the empiricist point of view (nurture). In this article this approach is analyzed and discussed. We pay attention to the proposition that 'meaning' may be considered as an important and decisive inspiration and support for children in the process of acquisition of the concept of number, as well as of other mathematical insights. A condition for that, however, is that children grow up in a social, interactive and stimulating environment and execute activities typified (Bishop, 1988) as Mathematical Enculturation: 'A cultural perspective on mathematics education'. The core idea is that mathematics should be meaningful for all children. It is often suggested that Piaget's experiments, maybe, were not meaningful, too abstract and too formal, especially for young children. We characterize the experiments on the 'level of actual development' (Vygotskij, 1933). Vygotskij proposed confronting the children with familiar, meaningful context problems in the 'zone of proximal development' (1933). We argue that both types of research are not conflicting but complementary. Moreover, we suggest that the 'zone of proximal development' should not be viewed as learning that leads to authoritative teaching. We consider early emergentHistorically there has always been a lively research discussion on whether the development of number concept should be considered as innate, or whether the catalyst for the development of the number concept -- and for counting -- is hearing number words combined with seeing concrete examples. One can recognize these theories as the nativist view ('nature') and the empiricist view ('nurture'). Research reveals (Baroody et al., 2008) that young children's spontaneous attention for number is affected by age, language and the collective make-up. These findings seem to support the empiricist point of view (nurture). In this article this approach is analyzed and discussed. We pay attention to the proposition that 'meaning' may be considered as an important and decisive inspiration and support for children in the process of acquisition of the concept of number, as well as of other mathematical insights. A condition for that, however, is that children grow up in a social, interactive and stimulating environment and execute activities typified (Bishop, 1988) as Mathematical Enculturation: 'A cultural perspective on mathematics education'. The core idea is that mathematics should be meaningful for all children. It is often suggested that Piaget's experiments, maybe, were not meaningful, too abstract and too formal, especially for young children. We characterize the experiments on the 'level of actual development' (Vygotskij, 1933). Vygotskij proposed confronting the children with familiar, meaningful context problems in the 'zone of proximal development' (1933). We argue that both types of research are not conflicting but complementary. Moreover, we suggest that the 'zone of proximal development' should not be viewed as learning that leads to authoritative teaching. We consider early emergent numeracy not just as learning to count and learning numerical skills. Children should acquire general mathematical concepts and insight in basic quantitative relations and that process is characterized as 'theoretical thinking' (Davydov, 1966, 1972). These relations and numeracy can and should be stimulated in preschool and at home. Research indicates that this also requires supporting parents. Nature or nurture? In this article we conclude that, though emergent numeracy is unthinkable without potential and without a stimulating social environment, it is the child's own activity (curiosity and motivation) that is the strong catalyst for the mastery of mathematical insights and qualifications.