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NUMBER DEVELOPMENT FROM INFANCY TO SCHOOL AGE

Yıl 2024, , 762 - 788, 25.06.2024

Hüseyin Yalçıner , Tuğçe Yalçınkaya , Dilay Z. Karadöller

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

Öz

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.

Anahtar Kelimeler

Number Development Spatial Abilities Language Skills Parental Input

Kaynakça

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BEBEKLİKTEN OKUL ÇAĞINA SAYI GELİŞİMİ

Yıl 2024, , 762 - 788, 25.06.2024

Hüseyin Yalçıner , Tuğçe Yalçınkaya , Dilay Z. Karadöller

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

Öz

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.

Anahtar Kelimeler

Sayı Gelişimi Uzamsal Beceriler Dil Becerisi Ebeveyn Girdisi

Kaynakça

  • Anderson, A., Anderson, J. ve Shapiro, J. (2005). Supporting multiple literacies: Parents’ and children’s mathematical talk within storybook reading. Mathematics Education Research Journal, 16(3), 5-26. doi: 10.1007/BF03217399
  • Andres, M., Davare, M., Pesenti, M., Olivier, E. ve Seron, X. (2004). Number magnitude and grip aperture interaction. Neuroreport, 15(18), 2773-2777.
  • Andres, M., Ostry, D. J., Nicol, F. ve Paus, T. (2008). Time course of number magnitude interference during grasping. Cortex, 44(4), 414-419. doi: 10.1016/j.cortex.2007.08.007
  • Assel, M. A., Landry, S. H., Swank, P., Smith, K. E. ve Steelman, L. M. (2003). Precursors to mathematical skills: Examining the roles of visual-spatial skills, executive processes, and parenting factors. Applied Developmental Science, 7(1), 27-38. doi: 10.1207/S1532480XADS0701_3
  • Aunola, K., Leskinen, E., Lerkkanen, M. K. ve Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699-713. doi: 10.1037/0022-0663.96.4.699
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147. doi: 10.1037/0003-066X.37.2.122
  • Beydoğan, B. E. (2023). Çocuklarda matematik öğrenmeye karşı olumsuz direnci etkileyen değişkenler. Uluslararası Bilim ve Eğitim Dergisi, 6(2), 121-140. doi: 10.47477/ubed.1282195
  • Byrnes, J. P. ve Wasik, B. A. (2009). Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity–propensity analysis. Contemporary Educational Psychology, 34(2), 167-183. doi:10.1016/j.cedpsych.2009.01.002
  • Carey, S. ve Sarnecka, B. W. (2006). The development of human conceptual representations: A case study. Processes of Change in Brain and Cognitive Development.
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  • Mix, K. S., Sandhofer, C. M., Moore, J. A. ve Russell, C. (2012). Acquisition of the cardinal word principle: The role of input. Early Childhood Research Quarterly, 27(2), 274-283. doi: 10.1016/j.ecresq.2011.10.003
  • Oğul, İ. G. ve Arnas, Y. A. (2020). Erken dönemde matematik konuşmaları. Yaşadıkça Eğitim, 34(1), 186-199. doi: 10.33308/26674874.2020341171
  • Olkun, S., Fidan, E. ve Babacan Özer, A. (2013). The development of number concept and the use of counting in problem solving of 5-7 year olds’. Education and Science, 38(169).
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  • Rittle-Johnson, B., Hofer, K.G., Fyfe, E. R. ve Farran, D. C. (2017). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727-1742. doi: 10.1111/cdev.12662
  • Salsa, A., Gariboldi, M. B. ve Rodríguez, J. (2022). Multimodal numerical interactions during mother-child picture book reading. Early Education and Development, 33(6), 997-1012. doi: 10.1080/10409289.2021.1936375
  • Sarnecka, B. W., Kamenskaya, V. G., Yamana, Y., Ogura, T. ve Yudovina, Y. B. (2007). From grammatical number to exact numbers: Early meanings of ‘one,’ ‘two,’ and ‘three’ in English, Russian and Japanese. Cognitive Psychology, 55, 136-168. doi: 10.1016/j.cogpsych.2006.09.001
  • Sarnecka, B. W. ve Lee, M. D. (2009). Levels of number knowledge during early childhood. Journal of Experimental Child Psychology, 103, 325-337. doi: 10.1016/j.jecp.2009.02.007
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Toplam 82 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Çocuğun Dil Edinimi, Psikodilbilim (Konuşma Üretimi ve Anlama dahil)
Bölüm İnceleme makalesi
Yazarlar

Hüseyin Yalçıner 0009-0004-5249-7204

Tuğçe Yalçınkaya 0009-0001-4476-2846

Dilay Z. Karadöller 0000-0001-5160-7679

Erken Görünüm Tarihi 23 Haziran 2024
Yayımlanma Tarihi 25 Haziran 2024
Gönderilme Tarihi 6 Mart 2024
Kabul Tarihi 9 Mayıs 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

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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