Choice-Driven Peer Play, Self-Regulation and Number Sense

Autor/in	Ivrendi, Asiye
Titel	Choice-Driven Peer Play, Self-Regulation and Number Sense
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 6, S.895-906 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1239325
Schlagwörter	Young Children; Kindergarten; Foreign Countries; Self Control; Self Management; Play; Mathematics Skills; Number Concepts; Preschool Teachers; Regression (Statistics); Mathematical Models; Predictor Variables; Correlation; Early Childhood Education; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Frühe Kindheit; Ausland; Selbstbeherrschung; Selbstmanagement; Spiel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Regression; Regressionsanalyse; Mathematical model; Mathematisches Modell; Prädiktor; Korrelation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Statistische Analyse; Türkei
Abstract	Peer play provides ample opportunities for the use and development of self-regulatory and mathematical skills. This study aimed at examining whether children's engagement in solitary low-level play, interactive play and competent play influences their self-regulatory and number sense skills. The effect of demographic variables and children's social skills on these skills was also investigated. The participants in this study were 149 children (Mean age = 68 months, SD = 3.71) from public and semi-independent kindergarten programs in a city in southwest Turkey. Children's play was observed during free play time, and their self-regulation and mathematical skills were measured. Teachers rated children's social skills. Binary logistic regression was used as an analytical tool. The results showed that children's engagement in peer play significantly improved their chances of having higher number sense and self-regulatory skills. In particular, interactive play significantly contributed to children's self-regulatory and number sense skills. Moreover, child age, family income, and social skills were influential factors for these skills. The findings show the importance of peer play for supporting the development of self-regulatory and mathematical skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01