Conceptual Knowledge of Writing Words and Numbers: Developmental Data from Preschool Children

Autor/inn/en	Ralli, Asimina M.; Papoulidi, Asimenia; Tsaoussi, Despoina
Titel	Conceptual Knowledge of Writing Words and Numbers: Developmental Data from Preschool Children
Quelle	In: Journal of Early Childhood Research, 21 (2023) 4, S.426-439 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ralli, Asimina M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X231179083
Schlagwörter	Preschool Children; Preschool Education; Writing (Composition); Alphabets; Numbers; Orthographic Symbols + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibübung; Buchstabenschrift; Zahlenraum
Abstract	Children's conceptual knowledge of writing words and numbers is an important aspect of their cognitive development. Children use notations as representations that have a communicative value and begin to learn about formal differences between writing words and writing numbers at an early age before the onset of formal schooling. The aim of the present study was to examine preschool children's conceptual knowledge of writing words and numbers in an ecologically valid task with communicative value. One hundred and twenty Greek-speaking preschool children between the ages of 3 and 6 years old were assessed on the identity card task, which examined their production of notations for words and numbers during their effort to communicate personal information to others. The results demonstrated a developmental trend in the type of notation children produced with the younger children providing more "ambiguous" notations, for both tasks implying writing words and numbers, while as they got older, they provided more "writing-like" notations for the tasks implying writing words and more "number-like" notations for the tasks implying writing numbers. Understanding when and how children differentiate their symbolic representations for words and numbers can inform both theory and practice by expanding our understanding of whether certain constraints characterize the developmental course of a specific notational system. The findings of the present study could be incorporated in educational practice and enhance children's emerging literacy and numeracy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01