1. Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study
- Author
-
Annemie Desoete and Magda Praet
- Subjects
BASIC NUMERICAL CAPACITIES ,Counting ,Number line estimation ,education ,Psychological intervention ,Social Sciences ,Number comparison ,SPECIAL EDUCATIONAL-NEEDS ,Mental arithmetic ,INDIVIDUAL-DIFFERENCES ,Early intervention ,Kindergarten ,Education ,Intervention (counseling) ,Computerised intervention ,Mathematical ability ,KNOWLEDGE ,Arithmetic ,School based intervention ,NUMBER BOARD GAMES ,INCOME PRESCHOOLERS ,Mathematics ,Arithmetics ,Knowledge level ,DEVELOPMENTAL DYSCALCULIA ,EARLY NUMERACY ,Educational games ,MATHEMATICS DIFFICULTIES ,Early numeracy ,Special educational needs ,human activities ,EARLY IDENTIFICATION - Abstract
Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic performances, and playing serious comparison games, only enhanced the number knowledge proficiency in grade 1. The value of these short periods of intensive gaming in kindergarten are discussed as a look-ahead approach to enhance arithmetic proficiency.
- Published
- 2014
- Full Text
- View/download PDF