Benefits of Playing Numerical Card Games on Head Start Children's Mathematical Skills

Autor/inn/en	Scalise, Nicole R.; Daubert, Emily N.; Ramani, Geetha B.
Titel	Benefits of Playing Numerical Card Games on Head Start Children's Mathematical Skills
Quelle	In: Journal of Experimental Education, 88 (2020) 2, S.200-220 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2019.1581721
Schlagwörter	Early Intervention; Mathematics Skills; Teaching Methods; Educational Games; Executive Function; Numbers; Memory; Visual Aids; Program Effectiveness; Numeracy; Computation; Preschool Children; Color; Geometric Concepts + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Zahlenraum; Gedächtnis; Anschauungsmaterial; Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Colour; Farbbezeichnung; Farbe; Elementare Geometrie
Abstract	Low-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children's numerical and executive functioning skills. Low-income preschoolers (N = 76) were randomly assigned to play a numerical magnitude comparison card game, a numerical memory and matching card game, or a shape and color matching card game across four 15-minute sessions. Children who played either of the numerical games improved their numeral identification skills, while only children who played the numerical magnitude comparison game improved their symbolic magnitude comparison skills. These improvements were maintained eight weeks later. The results suggest that a brief, low-cost intervention can successfully improve the numerical skills of low-income children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01