Playing Linear Numerical Board Games Promotes Low-Income Children's Numerical Development

Autor/inn/en	Siegler, Robert S.; Ramani, Geetha B.
Titel	Playing Linear Numerical Board Games Promotes Low-Income Children's Numerical Development
Quelle	In: Developmental Science, 11 (2008) 5, S.655-661 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2008.00714.x
Schlagwörter	Games; Number Concepts; Low Income Groups; Educational Games; Numeracy; Socioeconomic Influences; Middle Class; Prior Learning; Preschool Children; Comparative Analysis; Teaching Methods; Socioeconomic Status + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Number concept; Zahlbegriff; Educational game; Lernspiel; Rechenkompetenz; Sozioökonomischer Faktor; Mittelschicht; Vorkenntnisse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status
Abstract	The numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-income backgrounds even before the children enter school. This gap may reflect differing prior experience with informal numerical activities, such as numerical board games. Experiment 1 indicated that the numerical magnitude knowledge of preschoolers from low-income families lagged behind that of peers from more affluent backgrounds. Experiment 2 indicated that playing a simple numerical board game for four 15-minute sessions eliminated the differences in numerical estimation proficiency. Playing games that substituted colors for numbers did not have this effect. Thus, playing numerical board games offers an inexpensive means for reducing the gap in numerical knowledge that separates less and more affluent children when they begin school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10