Growth in number readiness in kindergarten children

1963 ◽  
Vol 10 (5) ◽  
pp. 251-255
Author(s):  
Wilbur H. Dutton
Keyword(s):  
Preschool Children ◽  
First Grade ◽  
Kindergarten Children ◽  
Systematic Instruction ◽  
Number Concepts ◽  
Educational History ◽  
Classical Study ◽  
Specific Number ◽  
Research Studies

Sound research studies, beginning with Brownell's4* classical study of 1941, have shown that children already possess many number concepts before entering first grade. Bjonerud2 reported specific number concepts possessed by preschool children at the time of kindergarten entrance and recommended systematic instruction beginning no later than second semester in the kindergarten year. Davis6 studied the growth of familiarity with measurement in children of four and five years of age. Sussman,13 in a recent study, has shown that today's kindergartners know as much about arithmetic at the beginning of kindergarten as first-grade children did a few decades ago. Today apparently there are forces at work which are enabling preschool children to learn and use more arithmetic than at any other period of our educational history.

scholarly journals Development of the cardinality principle in Macedonian preschool children

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 459-475 ◽  
Author(s):  
Ana Nikoloska
Keyword(s):  
Preschool Children ◽  
Kindergarten Children ◽  
Pass Through ◽  
The Individual

Cardinality principle refers to the fact that the last number tag used in counting determines the cardinality of a set. Macedonian kindergarten children were tested with the give-a-number task for understanding of this principle. It was found that Macedonian children, unlike their western counterparts, pass through an additional stage, 5-knowers, before they master the cardinality principle. Also, the age at which they pass through the individual stages is somewhat higher than the age of children coming from western samples. Possible explanations are offered and discussed.

On Entering First Grade: Note on Impact of Parents' Attitudes on Expectations of Their Children, an Israeli Case

1983 ◽  
Vol 56 (2) ◽  
pp. 367-370 ◽  
Author(s):  
Helen Strauss ◽  
Harry Gottesdiener ◽  
Rachel Fogel ◽  
Drorith Tamari
Keyword(s):  
Parental Attitudes ◽  
First Grade ◽  
Kindergarten Children ◽  
Differential Impact ◽  
Maternal Attitudes ◽  
Attitude Scales ◽  
School Attitude ◽  
The Impact ◽  
Perceptions Of School

The present study dealt with the impact of parental attitudes about school on the expectations of kindergarten children entering the first grade. 20 kindergarten children of middle to high socioeconomic status were given the Bar-Ilan Picture Test for Children which is a semi-projective interview probing children's perceptions of school and home. Parental attitudes were elicited by an inventory based on items from the school-attitude scales by Erhard and by Levy and Ashani. The outcomes showed that maternal attitudes had most impact on the expectations of the children, and the differential impact of parents' attitudes was in accordance with Parson's (1955) distinction between the expressive role of the mother and the instrumental role of the father.

Kindergarten Mathematics—a Survey

1978 ◽  
Vol 25 (8) ◽  
pp. 51-53
Author(s):  
V. Ray Kurtz
Keyword(s):  
First Grade ◽  
Kindergarten Children ◽  
Older Children ◽  
Mathematical Concepts ◽  
Degree Of Certainty ◽  
Kindergarten Mathematics

It is relatively easy to identify the mathematical concepts that first-grade and older children should master. It is much more difficult to identify with any degree of certainty the mathematical concepts that are to be mastered by kindergarten children.

Arithmetic concepts in first grade

1962 ◽  
Vol 9 (2) ◽  
pp. 81-85
Author(s):  
Mary S. Stutler
Keyword(s):  
School System ◽  
First Grade ◽  
Local School ◽  
Number Concepts

What number concepts should be taught in Grade 1? Why are these concepts placed in Grade 1? What are the trends in arithmetic for Grade 1? These questions have remained in the minds of some of the teachers and the principal in the local school system when the arithmetic texts were reviewed for adoption.

Meaningful Division

1950 ◽  
Vol 43 (1) ◽  
pp. 12-18
Author(s):  
Rolland R. Smith
Keyword(s):  
First Grade ◽  
Fifth Grade ◽  
Chronological Age ◽  
Number Concepts

Readiness for number concepts and number relationships is not so much a matter of chronological age as it is of experience. Of course, the pupil of the fourth or fifth grade can be taught division when it would be impossible to do this with the average first grade pupil. But it is not his age that makes this possible so much as it is the fact that having lived longer he has had time to gain greater experience with numbers. If we could blot out all the number experiences of a ten or eleven year old child, the chances are that he would not be more ready for division than his younger brother.

Do First Graders Retain Number Concepts Learned in Kindergarten?

1947 ◽  
Vol 40 (2) ◽  
pp. 75-78
Author(s):  
Sina Mott ◽  
Mart Elizabeth Martin
Keyword(s):  
First Graders ◽  
First Grade ◽  
Laboratory School ◽  
Number Concepts ◽  
Southern Illinois ◽  
Normal University

An investigation to determine the amount of number concepts retained by children from one grade to the next was made of groups of children attending the Laboratory School of Southern Illinois Normal University. The first two groups were studied during the year of 1944-45 by Dr. Sina M. Mott. At that time, the children were enrolled in Kindergarten. The second study was made with the same children upon entering the first grade the following fall of 1945.

Effects of Symbolic Verbalization by the Model on Children's Observational Learning

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1079-1082 ◽  
Author(s):  
Richard N. Tsujimoto ◽  
Robert M. Liebert
Keyword(s):  
Preschool Children ◽  
Observational Learning ◽  
First Grade

Two experiments on the effects of symbolic verbalization by a model upon children's recall of the model's responses for a series of dichotomous choices were conducted. As expected, Exp. I, conducted with first grade children, showed that such verbalizations did significantly improve imitative recall although this influence did not extend to a second block of trials in which the verbalizations were no longer provided. Exp. II, with preschool children, again showed a facilitating effect for symbolic verbalizations.

Phonological analysis as a function of age and exposure to reading instruction

1991 ◽  
Vol 12 (1) ◽  
pp. 91-121 ◽  
Author(s):  
Judith A. Bowey ◽  
J. Francis
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Kindergarten Children ◽  
Grade Group ◽  
Explained Variation ◽  
Grade Groups ◽  
Better Than ◽  
Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

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