Concurrent and Longitudinal Predictors of Calculation Skills in Preschoolers

Autor/inn/en	Tobia, Valentina; Bonifacci, Paola; Marzocchi, Gian Marco
Titel	Concurrent and Longitudinal Predictors of Calculation Skills in Preschoolers
Quelle	In: European Journal of Psychology of Education, 31 (2016) 2, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-015-0260-y
Schlagwörter	Computation; Preschool Children; Mathematics Achievement; Mathematics Skills; Vocabulary; Language Skills; Short Term Memory; Numeracy; Addition; Subtraction; Spatial Ability; Predictor Variables; Competence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Wortschatz; Language skill; Sprachkompetenz; Kurzzeitgedächtnis; Rechenkompetenz; Subtraktion; Räumliches Vorstellungsvermögen; Prädiktor; Kompetenz
Abstract	Early calculation abilities in preschoolers are predictive of mathematics achievement in subsequent grades (e.g., Jordan et al. 2009). Two studies were conducted to evaluate concurrent and longitudinal predictors of early calculation skills. In the first study, 102 preschoolers (57.8% female; mean age?=?60.57?±?8.66 months) were given vocabulary, language comprehension, and verbal working memory tasks and a test battery that evaluated components of early number competence (quantity comparison, counting, number line, size seriation, semantic knowledge of digits, visual-spatial memory). The children were also asked to complete early calculation tasks, including addition and subtraction calculations. The results of this task constituted the dependent variable. The results showed that vocabulary, size seriation, and visual-spatial memory were significant concurrent predictors of early calculation competence. In the second study, 43 children completed the early number competence battery at time 1 (53.5% female; mean age?=?59.30?±?3.46 months) and the linguistic and early calculation tasks at time 2, about 10 months later (mean age?=?69.43?±?3.31 months). The analysis of the longitudinal predictors of early calculation showed significant effects for counting and size seriation. The implications for preschool assessment and intervention are discussed. (As Provided).
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Update	2020/1/01