Does Preschool Enrichment of Precursors to Arithmetic Influence Intuitive Knowledge of Number in Low Income Children?

Pagani, Linda S.; Jalbert, Julie; Girard, Alain

doi:10.1007/s10643-005-0034-2

Cited by 9 publications

(5 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, it has been found that underachievement in early elementary school math is closely related to a lack of ' intuitive knowledge ' regarding basic numeric concepts that should be acquired in early childhood (e.g. Pagani, Jalbert & Girard, 2006). Thus, while the relationship between frequency of language input and vocabulary acquisition has been consistently documented, evidence suggests that context and type of numeric input should be considered in tandem when examining how children glean meaningful information from their parents' speech.…”

Section: Discussionmentioning

confidence: 99%

Parental numeric language input to Mandarin Chinese and English speaking preschool children

et al. 2010

View full text Add to dashboard Cite

The present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that Mandarin-speaking parents talked about number more frequently than English-speaking parents. Further, the ways in which parents talked about number terms in the two languages was more supportive of a cardinal interpretation in Mandarin than in English. We discuss these results in terms of their implications for numerical understanding and later mathematical performance.

show abstract

Section: Discussionmentioning

confidence: 99%

Parental numeric language input to Mandarin Chinese and English speaking preschool children

et al. 2010

View full text Add to dashboard Cite

show abstract

“…Plusieurs chercheurs se sont intéressés au développement de différentes notions de l' éveil aux mathématiques avant même l' entrée dans les apprentissages formels de l' enfant à l' école (Deshaies et Dansereau, 2020;Deshaies et Boily, 2021;Dupuis Brouillette et al, sous presse;Pagani et al, 2006;Sarama et Clements, 2012;, St-Jean et al, sous presse;Zosh et al, 2015). De manière générale, ces études soulignent l'importance de la période préscolaire de l' éveil aux mathématiques pour la réussite sociale et éducative ultérieure tant pour les mathématiques que pour les sciences (Clements et al, 2016).…”

Section: R L'éveil Aux Mathématiquesunclassified

Développement du raisonnement spatial d’enfants à la maternelle quatre ans temps plein au Québec

St-Jean

April

Bigras

et al. 2022

Formation-profession

View full text Add to dashboard Cite

Le développement du raisonnement spatial renvoie aux représentations mentales et aux mouvements dans l' espace (Flynn, 2018). Cet article se distingue puisqu'il étudie le développement du raisonnement spatial d' enfants à la maternelle quatre ans à temps plein au Québec (N=174), notion qui reçoit rarement une attention explicite dans les programmes d' études. Les résultats révèlent que le niveau de développement du raisonnement spatial des enfants se situe à un score moyen de 98,27 et qu'ils évoluent entre le prétest et le posttest, ce qui permet de dégager des implications pour la formation initiale et continue ainsi que pour la recherche en enseignement.

show abstract

“…Child development is a process that has its own dynamics, and each developmental stage is shaped on the previous step. Pre-school education starting from the birth of the child including all the experiences until primary school is a planned and programmed process that improves moral and cultural values, emotional development, perceived capacity and problem solving ability and also plays an important role in creativity and gaining self-expression (Başal, 2012;Pagani, Jalbert & Girard, 2005;Ural & Ramazan, 2007). The child should be closely watched during this period and the social values that will provide the formation of his/her character should be taught, because it is a social responsibility and even an obligation (Walker et al, 2012).…”

Section: Values Education In the Preschool Contextmentioning

confidence: 99%

Values Education Practices in Preschool: The Case of Turkey and the United States

Yenen

Ulucan

2021

Participatory Educational Research

View full text Add to dashboard Cite

In this study, the aim is to determine national and universal values that are tried to be taught to children in pre-school education institutions of different cultures and to compare programs and practices in the context of value education within the framework of teachers' views. Case study, one of the qualitative research methods, was used in the study. In the study, criterion and convenience sampling methods, one of the purposive sampling methods, were used in determining the study group. In this context, the study group of the research consisted of 52 pre-school teachers who participated in the study voluntarily from Turkey and the United States, Ohio. In the study, semi-structured interview form was used as the data collection tool. The data of the study was analyzed by content analysis method. The results show that values education cannot be provided only through the integration of values in the curriculum, and that value transfer is a sophisticated process involving many disciplines. It is understood from the findings that there are significant differences in value perception as well as differences in practice in both countries. For example, in both countries the priority national values were found to be different. Although there are similarities in the methods and techniques used in values education practices in both countries, it was concluded that in terms of assessment methods teachers from Ohio were able to employ more diverse methods and observe their students better. In addition, teachers from Ohio do not experience as many problems as Turkish teachers and are solution-oriented in values education practices.

show abstract

Does Preschool Enrichment of Precursors to Arithmetic Influence Intuitive Knowledge of Number in Low Income Children?

Cited by 9 publications

References 33 publications

Parental numeric language input to Mandarin Chinese and English speaking preschool children

Parental numeric language input to Mandarin Chinese and English speaking preschool children

Développement du raisonnement spatial d’enfants à la maternelle quatre ans temps plein au Québec

Values Education Practices in Preschool: The Case of Turkey and the United States

Contact Info

Product

Resources

About