What Counts in the Development of Young Children's Number Knowledge?

Autor/inn/en	Levine, Susan C.; Suriyakham, Linda Whealton; Rowe, Meredith L.; Huttenlocher, Janellen; Gunderson, Elizabeth A.
Titel	What Counts in the Development of Young Children's Number Knowledge?
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1309-1319 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0019671
Schlagwörter	Mathematics Education; Academic Achievement; Numbers; Preschool Children; Family Environment; Child Development; Numeracy; Number Concepts; Longitudinal Studies; Predictor Variables; Socioeconomic Status; Parent Influence; Toddlers; Language Acquisition; Educational Attainment; Illinois; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schulleistung; Zahlenraum; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Kindesentwicklung; Rechenkompetenz; Number concept; Zahlbegriff; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Socio-economic status; Sozioökonomischer Status; Infant; Infants; Toddler; Kleinkind; Sprachaneignung; Spracherwerb; Bildungsabschluss; Bildungsgut
Abstract	Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and that this variation predicts levels of achievement in elementary school. In a longitudinal study of a diverse sample of 44 preschool children, we examined the extent to which their understanding of the cardinal meanings of the number words (e.g., knowing that the word "four" refers to sets with 4 items) is predicted by the "number talk" they hear from their primary caregiver in the early home environment. Results from 5 visits showed substantial variation in parents' number talk to children between the ages of 14 and 30 months. Moreover, this variation predicted children's knowledge of the cardinal meanings of number words at 46 months, even when socioeconomic status and other measures of parent and child talk were controlled. These findings suggest that encouraging parents to talk about number with their toddlers, and providing them with effective ways to do so, may positively impact children's school achievement. (Contains 2 footnotes, 4 tables, and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10