Early numeracy in low‐performing young children

Abstract

The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and counting skills than those with a multi‐language background and those with special educational needs. Some differences were found in counting skills between the children with multi‐language background and those with special educational needs. Finally, (special) educational support for low‐performing children is discussed.

Relationship between Early Mathematical Competence, Gender and Social Background in Chilean Elementary School Population. [Relación entre los niveles de competencia matemática temprana, género y extracción social en la población escolar primaria en Chile]

“…From the point view of the gradual development of students' skills, results are similar to those obtained with the same instrument in other countries such as England, Finland, Spain and China (Alcalde, Aguilar, Marchena & Ruiz, 2006;Aunio, Aubrey, Godfrey & Liu, 2008;Aunio, Hautamäki, Sajaniemi & Van Luit, 2009;Navarro et al, 2009;Navarro et al, 2010), although it differs from the results obtained in Singapore, a country where studies show a discontinuous development profile. There, scores gradually increase to reach a peak in the curve at 73 months, and then they start to descend (Ee et al, 2006).…”

Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study

“…Additionally studies have reported large individual differences among children even before the onset of formal education (e.g. Aunio et al, 2009). If markers for the atypical arithmetic development can be recognised, perhaps CAI can help prevent children at risk from falling further behind.…”

“…Studies have reported that long before the onset of formal education large individual variation in engagement in the value of numbers and in early numerical skills existed among children (e.g., Aunio, Hautamäki, Sajaniemi, & Van Luit, 2009;Glauert, 2009;Glauert & Manches, 2013;National Research Council, 2009). It has also become increasingly clear that young children's early educational experiences have an impact on later outcomes (Sylvia, 2009), both in terms of educational achievement but also in the attitudes towards subjects (Glauert & Manches, 2013).…”

Scaffolding executive function capabilities via play-&-learn software for preschoolers.

“…Studies of school readiness have reported large individual differences among children with regard to both literacy and numeracy skills (Aunio, Hautamäki, Sajaniemi, & Van Luit, 2009;Jordan, Kaplan, Ramineni, & Locuniak, 2009). To ensure preschool children do not lag behind, it is important to consider ways to support children and help them overcome potential risks of starting school with an initial disadvantage (Denton & West, 2002;Griffin & Case, 1997;Locuniak & Jordan, 2008;Räsänen, Salminen, Wilson, Aunio, & Dehaene, 2009;Wilson, Dehaene, Dubois, & Fayol, 2009).…”