Effects of Perceptually Rich Manipulatives on Preschoolers' Counting Performance: Established Knowledge Counts

Autor/inn/en	Petersen, Lori A.; McNeil, Nicole M.
Titel	Effects of Perceptually Rich Manipulatives on Preschoolers' Counting Performance: Established Knowledge Counts
Quelle	In: Child Development, 84 (2013) 3, S.1020-1033 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12028
Schlagwörter	Preschool Children; Manipulative Materials; Computation; Knowledge Level; Perception; Attention; Puppetry; Cognitive Processes; Difficulty Level; Generalization + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hilfsmittel; Wissensbasis; Wahrnehmung; Aufmerksamkeit; Puppenspiel; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	Educators often use concrete objects to help children understand mathematics concepts. However, findings on the effectiveness of concrete objects are mixed. The present study examined how two factors--perceptual richness and established knowledge of the objects--combine to influence children's counting performance. In two experiments, preschoolers ("N" = 133; "M"[subscript age] = 3;10) were randomly assigned to counting tasks that used one of four types of objects in a 2 (perceptual richness: high or low) by 2 (established knowledge: high or low) factorial design. Findings suggest that perceptually rich objects facilitate children's performance when children have low knowledge of the objects but hinder performance when children have high knowledge of the objects. (Contains 1 table and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10