The Effect of Maternal Support for Counting and Cardinal Understanding in Pre‐School Children

Linnell, Maggie; Fluck, Michael

doi:10.1111/1467-9507.00159

Cited by 12 publications

(15 citation statements)

References 20 publications

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“…Included in the recent interest in the development of number and counting skills and the infl uence of social interaction, has been the application of Vygotsky's (1978) theory of development (Fluck & Maltby, 1997;Linnell & Fluck, 2001). Development can be seen as an apprenticeship (Rogoff, 1990), with a more competent partner 'scaffolding' (Wood, Bruner & Ross, 1976) the child until they come to learn the "cognitive and communicative tools of their culture" (Tharp & Gallimore, 1991, p. 42).…”

Section: Social and Cultural Perspectives On Number Developmentmentioning

confidence: 99%

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Counting and cardinal understanding in children with Down syndrome and typically developing children

Nye¹,

Fluck²,

Buckley³

2001

Downs Syndr. Res. Pract.

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-This study compares the procedural counting ability (independently and with parental support) and conceptual understanding of cardinality of a group of children with Down syndrome and a group of typically developing children, matched for non-verbal mental age. Participants were 23 children with Down syndrome (chronological age range: 3.5 -7 years; mental age range: 2.5 -4 years) and 20 typically developing children (chronological age range: 2 -4 years; mental age range: 2.5 -4 years), and their main caregiver. The children were asked to count sets of toys (assessing procedural counting skills) and to give sets of toys (assessing understanding of cardinality), with set sizes between 2 and 18 items. The counting task was performed in two conditions, with and without parental support. The children were also asked to say the count word sequence aloud, to assess sequence production independent from object counting. The typically developing children produced signifi cantly more number words altogether, longer standard number sequences and could count larger sets than the children with Down syndrome. Support from an adult improved performance on the count task signifi cantly for both groups of children, and there was no signifi cant difference between the groups in the degree of improvement, i.e. the zone of proximal development. No signifi cant differences were found between the frequency of children (approximately one third) in each group who used counting to solve the give task, indicating an understanding of cardinality.

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Section: Social and Cultural Perspectives On Number Developmentmentioning

confidence: 99%

“…Each child performed two counting tasks involving a clown doll and his baskets of toys (adapted from Linnell, 1998;Linnell & Fluck, 2001). Count task -the child was asked to count a set of loose objects for the clown as 'he is not very good at counting and he needs some help'.…”

Section: Structured Counting Activitiesmentioning

confidence: 99%

Counting and cardinal understanding in children with Down syndrome and typically developing children

Nye¹,

Fluck²,

Buckley³

2001

Downs Syndr. Res. Pract.

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“…Number words are common in everyday parental input to infants and toddlers (Durkin et al, 1986; Fuson, 1988; Bloom and Wynn, 1997; Tare et al, 2008). Furthermore, variation in the extent and quality of number talk in parental speech has been found to predict developments among pre-schoolers in conceptual number knowledge, such as cardinal meanings (Linnell and Fluck, 2001; Levine et al, 2010; Mix et al, 2012). …”

Section: Introductionmentioning

confidence: 99%

Severity of specific language impairment predicts delayed development in number skills

Durkin¹,

Mok²,

Conti‐Ramsden³

2013

Front. Psychol.

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The extent to which mathematical development is dependent upon language is controversial. This longitudinal study investigates the role of language ability in children's development of number skills. Participants were 229 children with specific language impairment (SLI) who were assessed initially at age 7 and again 1 year later. All participants completed measures of psycholinguistic development (expressive and receptive), performance IQ, and the Basic Number Skills subtest of the British Ability Scales. Number skills data for this sample were compared with normative population data. Consistent with predictions that language impairment would impact on numerical development, average standard scores were more than 1 SD below the population mean at both ages. Although the children showed improvements in raw scores at the second wave of the study, the discrepancy between their scores and the population data nonetheless increased over time. Regression analyses showed that, after controlling for the effect of PIQ, language skills explained an additional 19 and 17% of the variance in number skills for ages 7 and 8, respectively. Furthermore, logistic regression analyses revealed that less improvement in the child's language ability over the course of the year was associated with a greater odds of a drop in performance in basic number skills from 7 to 8 years. The results are discussed in relation to the interaction of linguistic and cognitive factors in numerical development and the implications for mathematical education.

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“…Specifically, we were interested in the effect that engaging in a structured counting task might have on maternal gesture. Structured counting tasks elicit greater scaffolding efforts from mothers (Fluck, 1995; 1993; Fluck & Maltby, 1997; Linnell & Fluck, 2000) and elicit gestures from children which influence their performance (Alibali & DiRusso, 1999; Saxe & Kaplan, 1981). Our research question concerns the way gesture is used in a structured counting task compared with free play.…”

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confidence: 99%

Maternal gestures with 20‐month‐old infants in two contexts

O'Neill

Bard

Linnell

et al. 2005

Developmental Science

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Speech directed towards young children ("motherese") is subject to consistent systematic modifications. Recent research suggests that gesture directed towards young children is similarly modified (gesturese). It has been suggested that gesturese supports speech, therefore scaffolding communicative development (the facilitative interactional theory). Alternatively, maternal gestural modification may be a consequence of the semantic simplicity of interaction with infants (the interactional artefact theory). The gesture patterns of 12 English mothers were observed with their 20-month-old infants while engaged in two tasks, free play and a counting task, designed to differentially tap into scaffolding. Gestures accounted for 29% of total maternal communicative behaviour. English mothers employed mainly concrete deictic gestures (e.g. pointing) that supported speech by disambiguating and emphasizing the verbal utterance. Maternal gesture rate and informational gesture-speech relationship were consistent across tasks, supporting the interactional artefact theory. This distinctive pattern of gesture use for the English mothers was similar to that reported for American and Italian mothers, providing support for universality. Child-directed gestures are not redundant in relation to child-directed speech but rather both are used by mothers to support their communicative acts with infants.

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The Effect of Maternal Support for Counting and Cardinal Understanding in Pre‐School Children

Cited by 12 publications

References 20 publications

Counting and cardinal understanding in children with Down syndrome and typically developing children

Counting and cardinal understanding in children with Down syndrome and typically developing children

Severity of specific language impairment predicts delayed development in number skills

Maternal gestures with 20‐month‐old infants in two contexts

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