Links between Early Literacy and Early Numeracy during Preschool Education in France

Autor/inn/en	Thomas, Aude; Tazouti, Youssef
Titel	Links between Early Literacy and Early Numeracy during Preschool Education in France
Quelle	In: Education 3-13, 51 (2023) 3, S.467-479 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tazouti, Youssef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1977371
Schlagwörter	Foreign Countries; Emergent Literacy; Numeracy; Preschool Children; Early Childhood Education; Student Characteristics; Predictor Variables; Age Differences; Socioeconomic Status; Vocabulary; Word Recognition; Phonological Awareness; Alphabets; Computation; Comprehension; Numbers; Word Problems (Mathematics); France + Suchen Sie Ihr Suchwort? Ausland; Frühleseunterricht; Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Prädiktor; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Wortschatz; Worterkennung; Buchstabenschrift; Verstehen; Verständnis; Zahlenraum; Textaufgabe; Frankreich
Abstract	Children develop early literacy and numeracy skills from an early age. The primary aim of the current study is to examen links between early literacy skills and early numeracy skills during preschool education in France. This study involves 313 kindergarten students (152 girls and 161 boys), aged between 3.44 and 7.02 years (mean age = 5.07 years, standard deviation = 0.88). Regression analyses accounting for children's characteristics and early literacy skills revealed that letter knowledge was a significant predictor of numeral identification and verbal counting in the three years of French école maternelle. Children's characteristics (age and socioeconomic status) have an impact on early numeracy skills but only for the youngest students in school (petite section). These findings suggest that young children's early numeracy skills are related to the acquisition of early literacy skills and to children's characteristics. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01