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Title: What Counts in the Development of Young Children's Number Knowledge?
URL: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WYC-511KPM8-X&_user=10&_coverDate=09/30/2010&_rdoc=26&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_srch=doc-info(%23toc%237183%232010%23999539994%232391736%23FLP%23display%23Volume)
Language: English
Author and Contributors: Levine, Susan Cohen
Publisher: University of Chicago (Sept 2010)
Review Level: Informal review
Primary Content Area: Early Childhood
Content Type: Programming Resource
Audience: Professionals, Educators & Program Staff; Parents
Categories: - Early Childhood: Activities and Learning: Math and Science
- Early Childhood: Child Care Best Practices: Quality Matters - Research and Statistics
- Early Childhood: Child Development: Intellectual
- Early Childhood: Child Development: Infants and Toddlers
Resource Type: Not an extension nor a land-grant developed resource
Keywords: numbers, learning math, math, mathematics, cardinal numbers, number talk
Description: In this observational study, Levine and colleagues demonstrate how the number talk of 44 parents from low and high socio-economic backgrounds is significantly related to their children’s later cardinal number knowledge (e.g., understanding that when counting one, two, three, four ducks, the word four refers to the set of ducks). Cardinal number knowledge is a critical aspect of young children’s mathematical development because of its relation to counting and the ability to solve number problems. The authors show that parents’ use of number words when toddlers were between the ages of 14 and 30 months was related to children’s cardinal knowledge at 46 months. The relationship between parents’ number word use and children’s cardinal knowledge was significant above and beyond socio-economic status. This suggests that parents use of number words while children are toddlers is a key factor in supporting children’s mathematical understanding at 4 years of age, and mathematical understanding during early childhood is related to elementary academic outcomes.
Media Type: HTML
Resource Listed: November 3, 2010
Resource Last Updated: November 3, 2010
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