An exploratory investigation of basic mathematical abilities of kindergarten children

Joseph M. Scandura; Robert McGee

doi:10.1007/bf00302582

Pengaruh Permainan Konstruktif dan Kecerdasan Visual- Spasial Terhadap Kemampuan Matematika Awal Anak Usia Dini

Math Educa Journal ◽

10.15548/mej.v3i1.270 ◽

2019 ◽

Vol 3 (1) ◽

pp. 71-82

Author(s):

Jhoni Warmansyah ◽

Amalina Amalina

Keyword(s):

Sampling Technique ◽

Kindergarten Children ◽

Ability Test ◽

Spatial Intelligence ◽

Mathematical Abilities ◽

Visual Spatial ◽

Analysis Technique ◽

Visual Intelligence ◽

Group B ◽

Constructive Play

The purpose of this study was to determine the effect of constructive play and visual-spatial intelligence on early mathematical abilities. The approach used is quantitative through an experimental method with 2x2 treatment by level design. This research was conducted on children in kindergarten group B in the city of Padang. The sampling technique uses Stratified cluster random sampling. The number of samples in this study were 40 children. Data collection in this study used an initial mathematical ability test and a spatial visual intelligence test. The data analysis technique in this study used two-way ANOVA to see the main effects and interactions, then using the Tukey test to see simple effects. The results of this study are as follows: 1) Early mathematical abilities provided with constructive games Lego have a higher influence than constructive games Beams (Fhitung= 5,16 > Ftabe (α=0,05)= 4,04). 2) There is an interaction between constructive play and spatial visual intelligence, in general it has a significant effect on the early math skills of kindergarten children in group B (Fhitung = 13,34 > Ftabel (α=0,05) = 4,04). 3) Early mathematical abilities that have high spatial visual intelligence with given constructive games Lego are higher than the initial mathematical abilities with constructive games (Qhitung = 4,24 > Qtabel (α=0,05) = 3,15). 4) Early mathematical abilities that have low spatial visual intelligence with given constructive games Beams have a higher value than the initial mathematical abilities given by constructive games Lego (Qhitung = -2,30 > Qtabel (α=0,05) = -3,15).

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Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

Frontiers in Psychology ◽

10.3389/fpsyg.2021.732569 ◽

2021 ◽

Vol 12 ◽

Author(s):

Liat Bar ◽

Shelley Shaul

Keyword(s):

Phonological Awareness ◽

Literacy Skills ◽

Kindergarten Children ◽

Linguistic Knowledge ◽

Bilingual Children ◽

Formal Learning ◽

Early Numeracy ◽

Mathematical Abilities ◽

Bilingual Group ◽

Better Than

Early numeracy and literacy skills are all the knowledge that children acquire spontaneously and independently before entering school and beginning formal learning. This knowledge is essential and forms the basis for the acquisition of reading and arithmetic in school. A bilingual child is a child who is fluent in two languages, as opposed to a monolingual child who is exposed to only one language. Bilingualism has been found to affect verbal and mathematical abilities in children, but only a few studies have focused on the early numeracy and literacy skills of preschoolers. This study examined the connection between early numeracy and literacy skills and among monolingual children as compared to bilingual children in preschool. Three hundred and two children aged 5–6years old were recruited from 74 kindergartens. Participants were divided into two groups: 151 monolingual children who spoke and were exposed to only one language (Hebrew) and 151 bilingual children who spoke and were exposed to two languages (the bilingual children spoke different languages). Monolingual children performed better than the bilingual children in most of the literacy tasks, except for phonological awareness, in which no differences were found between the groups. In addition, in the early numeracy tasks, a difference was found only in the task, which included linguistic knowledge, number knowledge, and counting tasks, in which the monolingual children performed better. Furthermore, stronger correlations were found between the early numeracy and literacy skills among the monolingual group compared to the bilingual group. The study findings stress the importance of strengthening linguistic abilities, such as vocabulary expansion in kindergarten among populations in which more than one language is spoken. Supporting these abilities can reduce the gap between bilingual children and their monolingual classmates before entering school.

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Auditory Perception of Rhyming in Kindergarten Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.1603.482 ◽

1973 ◽

Vol 16 (3) ◽

pp. 482-487 ◽

Cited By ~ 8

Author(s):

June D. Knafle

Keyword(s):

Sex Differences ◽

Auditory Perception ◽

Kindergarten Children ◽

Different Types ◽

Consonant Sounds

One hundred and eighty-nine kindergarten children were given a CVCC rhyming test which included four slightly different types of auditory differentiation. They obtained a greater number of correct scores on categories that provided maximum contrasts of final consonant sounds than they did on categories that provided less than maximum contrasts of final consonant sounds. For both sexes, significant differences were found between the categories; although the sex differences were not significant, girls made more correct rhyming responses than boys on the most difficult category.

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Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000422 ◽

2020 ◽

Vol 228 (4) ◽

pp. 244-253 ◽

Cited By ~ 1

Author(s):

Sonja Kälin ◽

Claudia M. Roebers

Keyword(s):

Working Memory ◽

Executive Functions ◽

Cognitive Processes ◽

Higher Order ◽

Kindergarten Children ◽

Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

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