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NUMBER DEVELOPMENT FROM INFANCY TO SCHOOL AGE

Year 2024, , 762 - 788, 25.06.2024

Hüseyin Yalçıner , Tuğçe Yalçınkaya , Dilay Z. Karadöller

https://doi.org/10.33171/dtcfjournal.2024.64.1.30

Abstract

Number development from infancy to school age is reported to be affected by many factors that are related to the child and the environment. These factors can be examined based on age, language skills, spatial abilities, and parental input. This review starts with synthesizing the theories on number development and the empirical findings supporting these theories, and then examines the child- and environment-related factors such as spatial abilities, language skills and parental input, which are closely related to number development. Core Knowledge Theory states that humans are innately endowed with basic knowledge of numeracy and geometry. Many studies agree on several principles in the context of innate understanding of numeracy. Number development in the preschool years is an important predictor of children's mathematics achievement in the school years. Various studies have stated that age is one of the dimensions of number learning. In addition to age, the spatial abilities and language skills of the child are also important factors that are related to their mathematical performance in the future. In addition to these factors that are related to the child, it has been shown that the environmental factors that preschool children are exposed to also have important effects on number development. Exposure to conversations about numbers in book reading or play activities in home environment or encountering numbers and mathematical concepts in daily activities such as during shopping is highly related to children's number development in current and future years.

Keywords

Number Development Spatial Abilities Language Skills Parental Input

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BEBEKLİKTEN OKUL ÇAĞINA SAYI GELİŞİMİ

Year 2024, , 762 - 788, 25.06.2024

Hüseyin Yalçıner , Tuğçe Yalçınkaya , Dilay Z. Karadöller

https://doi.org/10.33171/dtcfjournal.2024.64.1.30

Abstract

Bebeklikten okul çağına sayı gelişiminin, çocuğa dair ve çevresel birçok faktörden etkilendiği öne sürülmektedir. Bu faktörler, yaş, dil becerisi, uzamsal beceriler ve ebeveyn girdisi gibi başlıklarda incelenebilir. Bu derlemede öncelikle sayı gelişimi üzerine öne sürülmüş teorilerin ve bu teorileri destekleyen ampirik bulguların bir sentezi yapılıp devamında sayı gelişimi ile yakından ilişkisi olduğu bulunan uzamsal beceriler, dil becerileri ve ebeveyn girdisi gibi çocuğa dair ve çevresel faktörlerin incelemesi yapılmıştır. Temel Bilgi Teorisi (İng. Core Knowledge Theory), insanların sayısallık ve geometri konusunda temel bilgilere doğuştan sahip olduğunu belirtir. Birçok çalışma doğuştan gelen sayısallık bilgisi bağlamında çeşitli ilkelerde hemfikirdir. Okul öncesi dönemdeki sayı gelişimi, çocukların okul dönemindeki matematik başarılarının önemli bir yordayıcısıdır. Çeşitli çalışmalar yaşın sayı öğrenimindeki boyutlardan biri olduğunu ifade etmiştir. Yaşa ek olarak çocuğun uzamsal becerileri ve dil yetenekleri de ilerleyen dönemlerdeki matematik performansları ile ilişkisi olan önemli faktörlerdendir. Çocuğa dair bu faktörlerin yanı sıra okul öncesi dönemdeki çocukların maruz kaldığı çevresel faktörlerin de sayı gelişimi konusunda önemli etkileri olduğu gösterilmektedir. Ev ortamında yapılan aktivitelerde (örn., kitap okuma, oyun oynama) sayılarla ilgili konuşmalara maruz kalmanın veya günlük aktivitelerde (örn., alışveriş) sayılar ve matematiksel kavramlar ile tanışmanın, çocukların güncel ve gelecek yıllardaki sayı gelişimi ile yüksek derecede ilişkili olduğu bulunmuştur.

Keywords

Sayı Gelişimi Uzamsal Beceriler Dil Becerisi Ebeveyn Girdisi

References

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There are 82 citations in total.

Details

Primary Language Turkish
Subjects Child Language Acquisition, Psycholinguistics (Incl. Speech Production and Comprehension)
Journal Section İnceleme makalesi
Authors

Hüseyin Yalçıner 0009-0004-5249-7204

Tuğçe Yalçınkaya 0009-0001-4476-2846

Dilay Z. Karadöller 0000-0001-5160-7679

Early Pub Date June 23, 2024
Publication Date June 25, 2024
Submission Date March 6, 2024
Acceptance Date May 9, 2024
Published in Issue Year 2024

Cite

APA Yalçıner, H., Yalçınkaya, T., & Karadöller, D. Z. (2024). BEBEKLİKTEN OKUL ÇAĞINA SAYI GELİŞİMİ. Ankara Üniversitesi Dil Ve Tarih-Coğrafya Fakültesi Dergisi, 64(1), 762-788. https://doi.org/10.33171/dtcfjournal.2024.64.1.30

Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi - dtcfdergisi@ankara.edu.tr

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