Early Numeracy Assessment In French preschool: structural analysis and links with children’s characteristics
Autor: | Annette Jarlégan, Youssef Tazouti, Aude Thomas, Blandine Hubert, Christophe Luxembourger, Lara Hoareau |
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Přispěvatelé: | Laboratoire lorrain de psychologie et neurosciences de la dynamique des comportements (2LPN), Université de Lorraine (UL), Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication (LISEC), Université de Strasbourg (UNISTRA)-Université de Lorraine (UL)-Université de Haute-Alsace (UHA) Mulhouse - Colmar (Université de Haute-Alsace (UHA)) |
Jazyk: | angličtina |
Rok vydání: | 2021 |
Předmět: |
confirmatory factor analysis
4. Education [SHS.EDU]Humanities and Social Sciences/Education 05 social sciences education Measure (physics) 050301 education [SHS.PSY]Humanities and Social Sciences/Psychology Confirmatory factor analysis Education Developmental psychology Early numeracy Developmental and Educational Psychology early numeracy 0501 psychology and cognitive sciences Psychology Preschool 0503 education 050104 developmental & child psychology |
Zdroj: | International Journal of Early Years Education International Journal of Early Years Education, Taylor & Francis (Routledge), In press, pp.1-18. ⟨10.1080/09669760.2021.1938518⟩ |
ISSN: | 0966-9760 1469-8463 |
DOI: | 10.1080/09669760.2021.1938518⟩ |
Popis: | International audience; The development of early numeracy skills in preschoolers is an important predictor of future academic performance. A multiplicity of tasks or tests measure early numeracy skills in the English-language. Nevertheless, no tools are currently in French for evaluating and monitoring the development of young children’s early numeracy skills. The present study addressed this situation by creating a set of early numeracy tasks in French. In addition to examining the psychometric properties of those early numeracy tasks, we used multiple regression analyses to examine possible links between early numeracy skills and children’s characteristics (sex, age, socioeconomic status). Results obtained on a sample of 167 French kindergarten students (Mean = 5.17 years, Standard Deviation = 0.59) showed the tests to have good psychometric properties. Moreover, model fit for our data were better for a single-factor model than for a two-factor model. In addition, we found links between different dimensions of early numeracy and both children’s age and socioeconomic status. |
Databáze: | OpenAIRE |
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