Impact of Early Numeracy Training on Kindergarteners from Middle-Income Families [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017).

Autor/inn/en	Meloni, Carla; Fanari, Rachele; Bertucci, Andrea; Berretti, Sara
Titel	Impact of Early Numeracy Training on Kindergarteners from Middle-Income Families [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Numeracy; Mathematics Instruction; Kindergarten; Preschool Children; Young Children; Cooperative Learning; Individual Instruction; Comparative Analysis; Pretests Posttests; Instructional Effectiveness; Foreign Countries; Experimental Groups; Control Groups; Italy + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Kooperatives Lernen; Individuelles Lernen; Unterrichtserfolg; Ausland; Italien
Abstract	The aim of this work was to evaluate the effectiveness of a supplemental early numeracy skills training program for typically developing middle-income pre-school and kindergarten children (age 4-5) enrolled in a standard educational program. Three conditions were compared: cooperative learning training; individual learning training; and no training (control group). Results showed that the scores of all groups increased significantly between pre-test and post-test, but no significant differences were found between the children exposed to additional training and the control group. This finding suggests that an intervention may not be more effective than good standard schooling with such young children, and that there is a need for further investigation in this area. In a follow-up analysis, the hypothesis that the effectiveness of an early math intervention is more apparent in low-ability children was tested. For children with low early math ability, performance in terms of early numerical competence before and after the intervention was compared to a control group of equally low early math ability kindergarteners. Results showed a significant difference between pre- and post-test in both the experimental and control groups, but the training group showed higher achievement with respect to the control group. This finding suggests that it may be important to carry out interventions on children with low-ability in early math competence, even in a middle-income social context. [For the complete proceedings, see ED579395.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01