The Effects of a SFON-Based Early Numeracy Program on Multilingual Children's Early Numeracy and Oral Language Skills

Autor/inn/en	Luomaniemi, Katri; Mattinen, Aino; Sorariutta, Anne; Hannula-Sormunen, Minna
Titel	The Effects of a SFON-Based Early Numeracy Program on Multilingual Children's Early Numeracy and Oral Language Skills
Quelle	In: Journal of Cognitive Education and Psychology, 20 (2021) 2, S.138-160 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luomaniemi, Katri) ORCID (Hannula-Sormunen, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
Schlagwörter	Numeracy; Language Skills; Oral Language; Multilingualism; Preschool Children; Intervention; Preschool Education; Program Effectiveness; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Rechenkompetenz; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Finnland
Abstract	In this quasi-experimental study we examined how the Count How Many (CHM) intervention program can support multilingual children's early numeracy and oral language skills. The program is aimed at promoting spontaneous focusing on numerosity (SFON) and early numeracy skills in 3- to 5-year-old children who attend day care. We examined the effects of the CHM intervention with existing, but unanalyzed data, of 16 multilingual children who participated in the intervention, which consists of 6 weeks of intensive training followed by a 5-month rehearsal phase. We matched two monolingual participants with each multilingual participant by age, SFON, and cardinality-related skills for each multilingual child. One of the matched children participated in the CHM intervention, while the other took part in an early literacy program, Let's Read and Talk. Children's early numeracy and oral language skills were measured at pretest, posttest, and delayed posttest. Multilingual children's SFON tendency, cardinality skills, number sequence production abilities, and story comprehension skills developed at a similar rate as monolingual participants during the follow-up period. The results suggest that it is possible to enhance SFON tendency and cardinality-related skills in multilingual children before school age. Furthermore, the time spent supporting early numeracy skills does not take away from language learning. However, more research is needed in larger populations to determine the applicability to broader segments of national and global societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01