FORMATION OF ELEMENTARY MATHEMATICAL REPRESENTATIONS IN PRESCHOOL CHILDREN THROUGH DIDACTIC GAMES

2020 ◽  
Author(s):  
Anahit Gruzovna Adamyan
Keyword(s):  
Preschool Children ◽  
Mathematical Representations

Features of the formation and development of mathematical representations in preschool children

2021 ◽  
Vol 71 (10) ◽  
pp. 29-34
Author(s):  
Nüşabə Baba qızı Seyid ◽  
Keyword(s):  
Preschool Children ◽  
Mathematics Education ◽  
Young Children ◽  
Key Words ◽  
Common Sense ◽  
Intellectual Development ◽  
Action Learning ◽  
Experimental Methodology ◽  
Mathematical Representations

The article deals with the actual problems of the formation of elementary mathematical representations in children. The paper shows that this approach in mathematics education based on action learning in conjunction with the natural motivation stemming from common sense is effective. Also, stimulating questions and classical famous problems are important motivating tools in mathematics, which are particularly beneficial in the framework of action learning. The analysis of psychological, pedagogical and methodological literature on the topic of research the author provides an experimental methodology for studying elementary mathematical representations, characterizes their features in young children. Key words: preschool children, mathematical representations, intellectual development of preschool children, mental education, features of development, elementary mathematical representations

scholarly journals Program of the correction of the speech of children with the limited opportunities of health of the senior preschool age in the process of forming elementary mathematical representations «Reche-matika»

2019 ◽  
pp. 69-71
Author(s):  
Larisa Vladimirovna Varaksina ◽  
Natalia Iurevna Chekunova ◽  
Larisa Nikolaevna Kustikova ◽  
Olga Mikhailovna Pozolotina
Keyword(s):  
Preschool Children ◽  
Children With Disabilities ◽  
Developmental Process ◽  
Preschool Age ◽  
Mathematical Representations ◽  
Space And Time ◽  
Whole Space

In the article the authors reflect the main theses of the author's program aimed at enriching the active vocabulary, developing coherent, grammatically correct dialogical and monologue speech in older preschool children with disabilities in the process of forming ideas about the shape, size, rhythm, amount, number, parts and whole, space and time. This work makes it possible to increase the effectiveness of the correctional and developmental process in compensatory oriented groups of children with a general underdevelopment of speech.

scholarly journals The specifics of the elementary mathematical representations formation among preschool children in the context of inclusive groups

2019 ◽  
Vol 40 (4) ◽  
pp. 351-360
Author(s):  
Irina G. Kalinina ◽  
◽  
Natalya M. Tolkova ◽  
Tatyana V. Timokhina ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Mathematical Representations

The Representation Strategies of Preschool Children When Solving Numeracy Task

2021 ◽  
Vol 36 (2) ◽  
pp. 87-101
Author(s):  
Munirah Ghazali ◽  
Zurida Ismail ◽  
Zakiah Mohd Ashari ◽  
Zainun Mustafa
Keyword(s):  
Preschool Children ◽  
Primary School ◽  
School Success ◽  
Structured Interview ◽  
School Level ◽  
Mathematics Lesson ◽  
Early Numeracy ◽  
Mathematical Representations ◽  
Assessment Strategies ◽  
Primary School Level

Identifying and addressing the knowledge gap in early numeracy is crucial, given the strong associations between early numeracy skills and later school success. The purpose of this study is to establish current viewpoints and ideas on children’s numeracy development via three forms of representation: manipulative, symbolic, and static. The Children’s Numeracy Task was used to assess eleven preschool children’s numeracy knowledge via a semi-structured interview. The task was also designed to be presented in the three mathematical representations: concrete, static, and symbolic. The findings indicate that preschool children are more likely to use symbolic representation in solving a given task. This study highlights perspectives on how to apply various representations as pedagogical and assessment strategies to address the children’s readiness for a mathematics lesson at the primary school level.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

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