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Playful training of numerical skills in kindergarten for prevention of mathematical disability

By Christina Jörns, Kirsten Schuchardt, Dietmar Grube and Claudia Mähler

Abstract

In this study, we investigated if preschool children´s numerical skills can be fostered by playing number- and quantity-related games during children´s daily playtimes. Furthermore, we wanted to find out if preschoolers with poorly developed numerical skills catch up on their developmental delay by playing these games. In order to do so, we used a pretest-posttest-design with (a) an intervention group playing number- and quantity-related games, (b) a control group participating in another intervention with the same basic conditions but other intervention goals and (c) a control group without an intervention. One hundred forty-two children aged 4 to 5 years participated in the study. The results show that preschoolers’ numerical skills can be increased by playing number- and quantity-related games. Furthermore, the numerical skills of children with poorly developed numerical skills increased more significantly than the numerical skills of children with better developed numerical skills who did not play the number- and quantity-related games. Thus, results indicate that playing these number- and quantity-related games might be used to compensate for early developmental disadvantage in numerical skills

Topics: preschool prevention program, compensatory intervention, numerical skills, Special aspects of education, LC8-6691, Education, L
Publisher: Pabst Science Publishers
Year: 2014
OAI identifier: oai:doaj.org/article:f1e2a523c8064e40988748941d2629a2
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