Applying principles of development to help at-risk preschoolers develop numeracy.

Full Abstract

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.

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Author information

Author/s: Pasnak, Robert (R); Greene, Monica Savage (MS); Ferguson, Eleanor O (EO); Levit, Kathy (K);

Affiliation: Department of Psychology, George Mason University, Fairfax, VA 22030-4444, USA. rpasnak(-atsign-)gmu.edu

Journal and publication information

Publication Type: Journal Article

Journal: The Journal of psychology (J Psychol), published in United States. (Language: eng)

Reference: 2006-Mar; vol 140 (issue 2) : pp 155-73

Dates: Created 2006/06/14; Completed 2006/10/05;

PMID: 16770941, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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