Weak Mathematical Skills at an Early Age: Persistent or Temporary? Children with Weak Mathematical Skills and Their Development from Toddlers to Preschoolers

Autor/inn/en	Reikerås, Elin; Salomonsen, Tone
Titel	Weak Mathematical Skills at an Early Age: Persistent or Temporary? Children with Weak Mathematical Skills and Their Development from Toddlers to Preschoolers
Quelle	In: Early Child Development and Care, 189 (2019) 4, S.670-682 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reikerås, Elin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1337753
Schlagwörter	Mathematics Skills; Toddlers; Preschool Children; Child Development; Skill Development; Foreign Countries; Early Childhood Education; Language Skills; Mathematical Logic; Geometric Concepts; Mathematical Concepts; Numbers; Computation; Norway + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Language skill; Sprachkompetenz; Mathematical logics; Mathematische Logik; Elementare Geometrie; Zahlenraum; Norwegen
Abstract	The aim of the study is to examine how toddlers (33 months) with weak mathematical skills differ from their peers, the extent to which those weak skills persist into preschool age (57 months), and how the group with persisting weak skills differs from the group with temporary weak skills. Participants were 692 children (344 girls, 348 boys). The children were observed during play and daily-life activities over two three-month periods to make an authentic assessment of a wide area of mathematical skills. The toddlers with weak skills had weaker skills than their peers in all parts of mathematics. The largest difference was in the numerical areas. Only 25% had persistent weak skills into preschool age. No difference in mathematical skills was found between the persistently weak group and the temporarily weak group at toddler age. The findings indicate that predicting weak development in toddlers is difficult. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01