Relational Language Influences Young Children's Number Relation Skills

Autor/inn/en	Chan, Jenny Yun-Chen; Sera, Maria D.; Mazzocco, Michèle M. M.
Titel	Relational Language Influences Young Children's Number Relation Skills
Quelle	In: Child Development, 93 (2022) 4, S.956-972 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Jenny Yun-Chen) ORCID (Mazzocco, Michèle M. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13737
Schlagwörter	Relationship; Language; Mathematics Skills; Number Concepts; Kindergarten; Young Children + Suchen Sie Ihr Suchwort? Wechselbeziehung; Languages; Sprache; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Frühe Kindheit
Abstract	Relational language is thought to influence mathematical skills. This study examines the association between "relational language" and "number relation skills"--knowledge of cardinal, ordinal, and spatial principles--among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017-2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, relational language predicted later number relation skills, specifically number line estimation, [beta] = 0.30. Relational language did not differentially predict number line estimation performance in children with low or high number relation skills, likely due to the restricted ranges of data within subgroups. Number relation skills, specifically number line estimation and number ordering, may be a pathway between relational language and mathematical skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01