Enhancing Young Children's Mathematical Knowledge through a Pre-Kindergarten Mathematics Intervention

Autor/inn/en	Starkey, Prentice; Klein, Alice; Wakeley, Ann
Titel	Enhancing Young Children's Mathematical Knowledge through a Pre-Kindergarten Mathematics Intervention
Quelle	In: Early Childhood Research Quarterly, 19 (2004) 1, S.99-120 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2004.01.002
Schlagwörter	Mathematics Education; Mathematics Curriculum; Preschool Education; Preschool Children; Intervention; Public Schools; Private Schools; Socioeconomic Status; Economically Disadvantaged; Low Income Groups + Suchen Sie Ihr Suchwort? Mathematische Bildung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Public school; Öffentliche Schule; Private school; Privatschule; Socio-economic status; Sozioökonomischer Status
Abstract	There is growing evidence that socioeconomic (SES)-related differences in mathematical knowledge begin in early childhood, because young children from economically disadvantaged families receive less support for mathematical development than their middle-class peers receive. A pre-kindergarten mathematics intervention, including a pre-kindergarten mathematics curriculum, was developed and implemented in public and private preschools serving low- and middle-income families. Mathematical knowledge of intervention and comparison children was comprehensively assessed. A significant SES-related gap in mathematical knowledge was found at the beginning of the pre-kindergarten year. The intervention significantly enhanced the mathematical knowledge of children at both levels of SES. Low-income children acquired more knowledge, relative to their starting point, than middle-income children. The extent of mathematical knowledge was similar in low-income intervention children and middle-income comparison children. Implications of this research for early childhood education curricula and educational policy are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10