Developing Number Concepts in Young Children through Educational Games

Alomyan, Hesham; Alelaimat, Ali; Hamzeh, Mohammad; Green, Deborah

doi:10.13189/ujer.2020.080804

Cited by 3 publications

(10 citation statements)

References 9 publications

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“…However, starting from 2020, the number of articles published each year increased rapidly. In 2020, there were 3 articles published [15], [32], [33]. In 2021, there were 6 articles published [34]- [39].…”

Section: Years Of Publicationmentioning

confidence: 99%

“…The United States [29]- [31], [34], [44], Türkiye [15], [16], [40], [43] were the two countries with the highest number of articles included. Additionally, studies were conducted in Italy [33], England [35], [38], [42], Finland [36], Sweden [37], Spain [39], Switzerland [41], Australia [20], Jordan [32]. The studies were predominantly carried out in Europe, the United States and Türkiye.…”

Section: Research Locationsmentioning

confidence: 99%

“…Specifically, there were 14 articles that focused on preschool STEM activities aimed at improving children's learning outcomes. The STEM activities mentioned in those studies included educational robots [16], [29], [37], educational games [32], argumentative interactions [33], [34], inquiry-based learning and engineering design [15], [36], [43], [44], drawing and telling about engineers [40], free play and pretend play [31], [41], group membership [30]. Overall, there was a wide variety of STEM activities that improve preschool children's learning.…”

Section: Preschool Stem Activities and Children's Outcomesmentioning

confidence: 99%

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Preschool STEM Activities and Associated Outcomes

Ha,

Hai,

Mai

et al. 2023

Int. J. Eng. Ped.

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This review highlights the need for further investigation into the benefits of STEM activities in preschool children’s learning, girls’ engagement and learning of children with disabilities in the STEM field. The review process involved accessing 19 relevant studies from Scopus, ERIC and Google Scholar databases in March 2023. Through the synthesis of information from these studies, seven STEM activities were identified as effective in enhancing preschool children’s learning: educational robots, educational games, argumentative interactions, inquiry-based learning and engineering design, drawing and telling about engineers, free play and pretend play, and group membership. Each of these activities contributes to different learning outcomes for children. Moreover, the review emphasizes the importance of role-playing activities ‘as if’ engineers and scientists, facilitated by teachers, in fostering girls’ motivation and engagement in the STEM field from an early age. Long-term scientific interventions at home have a significant positive impact on the science literacy skills of deaf children. The implications of this review are particularly relevant for early childhood educators, as it provides valuable insights into the use of STEM activities to enhance children’s learning outcomes.

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Section: Years Of Publicationmentioning

confidence: 99%

Section: Research Locationsmentioning

confidence: 99%

Section: Preschool Stem Activities and Children's Outcomesmentioning

confidence: 99%

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Preschool STEM Activities and Associated Outcomes

Ha,

Hai,

Mai

et al. 2023

Int. J. Eng. Ped.

View full text Add to dashboard Cite

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“…Through play, kids can combine their knowledge and experiences, explore and infer meanings connected to mathematical ideas, and make use of their experiences (Syafdaningsih & Utami, 2021). Teachers could design a game-based learning program that is easily customized to meet the needs of kindergarten students, improving their learning and fostering good attitudes toward mathematics in the process (Alomyan et al, 2020).…”

Section: A Introductionmentioning

confidence: 99%

Development of "hand magic" educational media to introduce the concept of numbers for young learners

Nuraina,

Sari,

Yusra

et al. 2023

Atfaluna

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Introducing the concept of numbers is important from an early age because it is the basis of mathematics, which consists of counting, mentioning objects with numbers, connecting objects with numbers, comparing, recognizing, and writing numbers. This research aims to develop educational game tools to introduce the concept of numbers in children aged 4-5 years. This type of research and development (R&D) uses the 4-D development model, which consists of defining, designing, developing, and disseminating. Data was collected by using observation and questionnaires. Data were analyzed from the results of questionnaires distributed to expert validators to assess the media developed, as well as the results of observations of children's number concept abilities during the field test. The results showed that the educational media developed and named "hand magic" had very feasible criteria for use with the acquisition of a media design validation score of 3.8%, early childhood expert validation of 3.9%, and validation from early childhood teachers of 3.9%. The results of trial observations for small groups were 44% with Developing as Expected (DE) criteria, 56% with Developing Very Well (DW) criteria, and for large groups obtained a value of 18.6% with Starting to Develop (SD) criteria, 47.9% with DE criteria, and 29.3% with DW criteria. Therefore, hand magic media has contributed to helping young learner teachers introduce number concepts in early childhood. More research topics are suggested, along with some challenges of utilizing a play method with the hand magic educational game in the classroom.

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“…Besides, the importance of numbers is taught to kindergarten children to foster children's love and preference for numbers (Yilmaz, 2017;Aunio et al, 2015). Moreover, numbers are one concept that is not separate from everyday life (Alomyan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The influence of the family environment and parental education level through parental attachment to children's cognitive development

Santi

2020

JK6EM

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The importance of family support, parental education, and parental attachment are expected to contribute to the development of children's cognitive aspects. The research objective is to determine the effect of family environment and parental education level through parental attachment to children's cognitive development. This research uses quantitative with the explanatory method, namely cause, and effect. This research population is 415, with a sample of 204 people selected by the proportional sampling technique. The research used a questionnaire to collect the data. Data analysis used regression analysis and path analysis. The results show an effect of the family environment on children's cognitive development of 0.248. The level of education of parents is 4,587. Parent attachment is 0.333. There is an effect of the family environment on the attachment of people of 0.459. The level of parental education on parental attachment is 7,682. There is an indirect effect of the family environment through the parental attachment of 0.031. There is an indirect effect of parental education level through parental attachment to the cognitive development of 0.641. It is suggested that parents understand well how to educate their children so that they can provide independence to children and understand themselves in the future.

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Developing Number Concepts in Young Children through Educational Games

Cited by 3 publications

References 9 publications

Preschool STEM Activities and Associated Outcomes

Preschool STEM Activities and Associated Outcomes

Development of "hand magic" educational media to introduce the concept of numbers for young learners

The influence of the family environment and parental education level through parental attachment to children's cognitive development

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