دورية أكاديمية
An Instructional Design for the Improvement of Counting Skills in 3-Year-Old Children
| العنوان: | An Instructional Design for the Improvement of Counting Skills in 3-Year-Old Children |
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| اللغة: | English |
| المؤلفون: | Carbonell-Jornet, Aida (ORCID |
| المصدر: | International Electronic Journal of Elementary Education. Jan 2022 14(3):387-403. |
| الإتاحة: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/indexTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| الواصفات: | Computation, Mathematics Skills, Preschool Children, Preschool Education, Intervention, Program Effectiveness, Skill Development, Age Differences, Foreign Countries, Instructional Design, Public Schools, Visual Aids |
| مصطلحات جغرافية: | Spain |
| تدمد: | 1307-9298 |
| مستخلص: | The aim of this pre-experimental study is to evaluate the acquisition level of counting skills of a 3-year-old classroom made up of 14 children through a specific instructional design. To this end, an instructional proposal to improve these mathematical skills was designed. Before and after the intervention, we measured the students' level regarding counting skills through an evaluation of their counting abilities. The results indicate that the designed intervention increased the acquisition level of skills related to counting principles, constituting an effective instrument to enhance counting skills for 3-year-old children. In particular, after the intervention children improved significantly in skills related to the one-to-one correspondence principle and the order-irrelevance principle, both showing a large effect size in their observed differences. The cardinality principle, stable-order principle and abstraction principle also showed gains, but the differences were found to be statistically nonsignificant. Finally, the role of the age of the participants was also analyzed in relation to their acquired counting skills, indicating that children in the older age range improved their counting skills more than children in the younger group. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1338808 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1307-9298 |
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