Applying Principles of Development to Help At-Risk Preschoolers Develop Numeracy.
In a yoked control design, multicultural Head Start 4-year-olds played numerous games involving either numeracy or the oddity principle and insertions into series. Children showed better mastery of oddity and insertions after playing games directed at those two concepts. Numeracy scores on the McCar...
| Publicado en: | Journal of Psychology Vol. 140; no. 2; pp. 155 - 174 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
March 2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510542232&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510542232 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00223980 JPY jtl: Journal of Psychology issn: 00223980 maglogo: N pubinfo: dt: March 2006 vid: 140 iid: 2 pid: 58221 pub: Taylor & Francis Ltd artinfo: ui: 510542232 10.3200/JRLP.140.2.155-173 ppf: 155 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.3MB tig: atl: Applying Principles of Development to Help At-Risk Preschoolers Develop Numeracy. aug: au: Pasnak, Robert Greene, Monica Savage Ferguson, Eleanor O. su: Preschool children Number systems Cognitive development sug: subj: Preschool children Number systems Cognitive development ab: In a yoked control design, multicultural Head Start 4-year-olds played numerous games involving either numeracy or the oddity principle and insertions into series. Children showed better mastery of oddity and insertions after playing games directed at those two concepts. Numeracy scores on the McCarthy Scales of Children's Abilities (D. McCarthy, 1972) were equivalent for children who played numeracy games and children who played oddity and insertion games. These results are consistent with other research indicating that the understanding of oddity relations and that of insertions are key transitional thinking abilities that support numeracy at the preschool-kindergarten interface. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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