Realising Pre-School Mathematical Education--A Development-Oriented Math Programme with Special Consideration of Phonological Language Processing Aspects

Autor/inn/en	Langhorst, Petra; Ehlert, Antje; Fritz, Annemarie
Titel	Realising Pre-School Mathematical Education--A Development-Oriented Math Programme with Special Consideration of Phonological Language Processing Aspects
Quelle	In: South African Journal of Childhood Education, 3 (2013) 1, S.68-99 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Mathematics Education; Language Processing; Mathematical Concepts; Numeracy; Phonological Awareness; Control Groups; Experimental Groups; Preschool Education; Preschool Children; Pedagogical Content Knowledge; Mathematical Logic; Foreign Countries; Preschool Teachers; Kindergarten; Young Children; Short Term Memory; Phonology; Mathematics Skills; Germany + Suchen Sie Ihr Suchwort? Mathematische Bildung; Sprachverarbeitung; Rechenkompetenz; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Pädagogische Kompetenz; Mathematical logics; Mathematische Logik; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Frühe Kindheit; Kurzzeitgedächtnis; Fonologie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Deutschland
Abstract	Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key concepts of numeracy is presented in a developmental model, which served as framework for a supportive programme for 4-8 year-old children. The research into this intervention shows how development-oriented support of key arithmetic concepts can be constructed and taught systematically. The immediate and sustainable effect of the programme "Mina and the Mole" on the mathematical competencies of children has already been demonstrated in an evaluation study of 248 children aged 5-7. Considering the strong language-orientation of the programme, the present study focused on aspects of phonological awareness and of phonological working memory. It was evident that these phonological language processing aspects correlated with mathematic skills. Furthermore, it was found that the dominant linguistic focus of the training did not constitute a disadvantage -- even linguistically weak children significantly improved their mathematical skills. Moreover, children with poor or average phonological performance could profit from the supportive programme also regarding their phonological language processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01