Multi-factorial approach to early numeracy—The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders
| Autor: | Riikka-Maija Mononen, Johan Korhonen, Elizabeth Henning, Pirjo Aunio, Minna Törmänen, Lara Ragpot |
|---|---|
| Přispěvatelé: | Department of Education, University Management |
| Rok vydání: | 2019 |
| Předmět: |
PRESCHOOL-CHILDREN
INDIVIDUAL-DIFFERENCES Education Developmental psychology Executive functions WORKING-MEMORY Early numeracy Kindergarten attendance EXECUTIVE FUNCTION SKILLS 0501 psychology and cognitive sciences Cognitive skill NUMBER SENSE ARITHMETIC DEVELOPMENT SCHOOL READINESS English as a second language Working memory 4. Education 05 social sciences Attendance 050301 education GROWTH TRAJECTORIES Number sense MATHEMATICAL ACHIEVEMENT LONGITUDINAL PREDICTORS Listening comprehension 516 Educational sciences Psychology 0503 education 050104 developmental & child psychology |
| ISSN: | 0883-0355 |
| Popis: | The aim of the study was to investigate the influence of cognitive skills (executive function), language factors (listening comprehension, English as a second language, ESL) and kindergarten attendance on early numeracy in a cross-sectional sample of South African children (N = 442) in the beginning of Grade 1. The mean age of children was 81.62 months (SD =5.40). Structural equation path models showed that kindergarten attendance predicted children’s early numeracy performance even when controlling for executive function and language skills. Listening comprehension skills predicted the early numeracy skills more strongly than did executive function skills. ESL was associated with weaker early numeracy performance. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect