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

Autor/inn/en	Pagani, Linda S.; Jalbert, Julie; Girard, Alain
Titel	Does Preschool Enrichment of Precursors to Arithmetic Influence Intuitive Knowledge of Number in Low Income Children?
Quelle	In: Early Childhood Education Journal, 34 (2006) 2, S.133-146 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-005-0034-2
Schlagwörter	Preschool Education; Arithmetic; Mathematics Curriculum; Knowledge Level; Numbers; Low Income; Preschool Children; Enrichment Activities; Comparative Analysis; Measurement Techniques; Program Evaluation + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Wissensbasis; Zahlenraum; Niedriglohn; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Bereicherungsprogramm; Messtechnik; Programme evaluation; Programmevaluation
Abstract	In this study, we examine whether preventive enrichment of pre-math skills has an influence on number knowledge in preschool children from low income families. Our data analyses use two methods to examine the influence of two independent programs implemented during junior kindergarten and kindergarten. The first implies the traditional approach comparing the self-selected treated group to a self-selected comparison group. The second approach uses a self-selected dosage approach to the treatment condition, considering that implementation of the program varied across teachers. The results regarding the enrichment program in kindergarten were inconclusive. Nevertheless, the pre-math program implemented in junior kindergarten showed a positive influence on children's core requisite skills for later learning of arithmetic. Although children were receptive during both preschool years, a junior kindergarten program that elaborates upon conceptual issues beyond the number line appears both feasible and beneficial over the short-term. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10