Improving Preschoolers' Numerical Abilities by Enhancing the Home Numeracy Environment

Autor/inn/en	Niklas, Frank; Cohrssen, Caroline; Tayler, Collette
Titel	Improving Preschoolers' Numerical Abilities by Enhancing the Home Numeracy Environment
Quelle	In: Early Education and Development, 27 (2016) 3, S.372-383 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1076676
Schlagwörter	Numeracy; Preschool Children; Preschool Education; Family Environment; Academic Ability; Intervention; Numbers; Parent Education; Parent Participation; Child Caregivers; Correlation; Home Study; Child Development; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Zahlenraum; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Caregiver; Caregivers; Carer; Kinderbetreuung; Korrelation; Kindesentwicklung; Ausland; Australien
Abstract	Research Findings: Young children develop numeracy competencies during interactions with more knowledgeable others. Such interactions typically occur in the home numeracy environment (HNE). In this study a nonintensive intervention procedure was developed to improve both the HNE and numerical competencies. All parents of 113 Australian children (age 4 years, 5 months, on average at the beginning of the study) were invited to participate in a 2-part intervention that included attending 1 group meeting at which information regarding the HNE was provided and participating in an additional individual session that introduced them to the principles of counting. The HNE and children's numerical competencies were assessed before and after the intervention. Participating and nonparticipating families did not differ on any of the study variables at the beginning of the study, yet not only did the intervention group significantly improve their HNE, but children in this group also showed significantly greater numerical competency development compared with the nonparticipating group. Practice or Policy: Results indicate that less intensive interventions can have effects on the HNE and children's numerical competencies. Consequently, even on small budgets interventions should be undertaken. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01