Features in children's counting books that lead dyads to both count and label sets during shared book reading

Abstract

According to one prominent theory (the conceptual bootstrapping account, Carey, 2004Carey, , 2009Carey, , 2014Sarnecka, 2015), children construct an understanding of cardinality when they are able to form a "wild analogy" between their count list and the total number of items in a set (Carey, 2004). Prior to this developmental milestone, children can recognize, represent, and label small sets up to about four and understand the structure of the count list (e.g.