Gender Equality in 4- to 5-Year-Old Preschoolers' Early Numerical Competencies

Autor/inn/en	Bakker, Merel; Torbeyns, Joke; Wijns, Nore; Verschaffel, Lieven; De Smedt, Bert
Titel	Gender Equality in 4- to 5-Year-Old Preschoolers' Early Numerical Competencies
Quelle	In: Developmental Science, 22 (2019) 1, (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torbeyns, Joke) ORCID (Wijns, Nore) ORCID (Verschaffel, Lieven) ORCID (De Smedt, Bert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12718
Schlagwörter	Gender Differences; Preschool Children; Preschool Education; Numeracy; Mathematics Skills; Number Concepts; Foreign Countries; Computation; Belgium + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Ausland; Belgien
Abstract	Numerical competencies acquired in preschool are foundational and predictive for children's later mathematical development. It remains to be determined whether there are gender differences in these early numerical competencies which could explain the often-reported gender differences in later mathematics and STEM-related abilities. Using a Bayesian approach, we quantified the evidence in favor of the alternative hypothesis of gender differences versus the null hypothesis of gender equality. Participants were 402 4- to 5-year-old children attending preschool in Flanders (Belgium). Children were selected via stratified cluster sampling to represent the full range of socioeconomic backgrounds. All children completed eight numerical tasks (verbal counting, object counting, numeral recognition, symbolic comparison, nonsymbolic comparison, nonverbal calculation, number order, dot enumeration). Results supported the gender equality hypothesis, and this evidence was substantial for seven of the eight numerical tasks. Preschoolers' early numerical competencies are characterized by gender equality. They probably do not explain later-reported gender differences. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01