An Instructional Design for the Improvement of Counting Skills in 3-Year-Old Children

Autor/inn/en	Carbonell-Jornet, Aida; Diago, Pascual D.; Arnau, David; García-Moreno, Miguel A.
Titel	An Instructional Design for the Improvement of Counting Skills in 3-Year-Old Children
Quelle	In: International Electronic Journal of Elementary Education, 14 (2022) 3, S.387-403 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Carbonell-Jornet, Aida) ORCID (Diago, Pascual D.) ORCID (Arnau, David) ORCID (García-Moreno, Miguel A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Computation; Mathematics Skills; Preschool Children; Preschool Education; Intervention; Program Effectiveness; Skill Development; Age Differences; Foreign Countries; Instructional Design; Public Schools; Visual Aids; Spain + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Age; Difference; Age difference; Altersunterschied; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Public school; Öffentliche Schule; Anschauungsmaterial; Spanien
Abstract	The aim of this pre-experimental study is to evaluate the acquisition level of counting skills of a 3-year-old classroom made up of 14 children through a specific instructional design. To this end, an instructional proposal to improve these mathematical skills was designed. Before and after the intervention, we measured the students' level regarding counting skills through an evaluation of their counting abilities. The results indicate that the designed intervention increased the acquisition level of skills related to counting principles, constituting an effective instrument to enhance counting skills for 3-year-old children. In particular, after the intervention children improved significantly in skills related to the one-to-one correspondence principle and the order-irrelevance principle, both showing a large effect size in their observed differences. The cardinality principle, stable-order principle and abstraction principle also showed gains, but the differences were found to be statistically nonsignificant. Finally, the role of the age of the participants was also analyzed in relation to their acquired counting skills, indicating that children in the older age range improved their counting skills more than children in the younger group. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01