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The Role of Knowledge of Counting Principles in Acquiring Counting Skill in Preschool Children

Yıl 2013, Cilt: 9 Sayı: 2, 235 - 244, 22.03.2013

Öz

The aim of this study was to examine the role of counting principles in the acquisition of counting skill in preschool children. For this purpose, children’s judgment of acceptability of a counting activity in one’s application of counting principles in sequences of familiar (English) and unfamiliar (Turkish) count words were assessed. Data showed that children easily recognized the violation of one or more counting principles both in sequences of English and Turkish count words, implying that children have the understanding of counting principles. The sessions on counting in Turkish make it very likely that the children were responding to violations of rules rather than merely violation of well-learning of count words. These results give additional support to the assumption that there are innate counting principles that rule young children’s counting

Kaynakça

  • Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of mathematical
  • performance from preschool to Grade 2. Journal of Educat ional Psychology, 96, 699-713.
  • Benigno, J. P., & Ellis, S. (2004). Two is greater than three: effects of older siblings on parental support of preschoolers’ counting in middle-income families. Early Childhood Research Quarterly, 19, 4-20.
  • Briars, D., & Siegler, R. (1984). A featural analysis of preschoolers’ counting knowledge. Developmental
  • Psychology, 20, 607-618.
  • Bryant, P. (1995). Children and Arithmetic. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 3-32.
  • deVilliers, J. G., & deVilliers, P. A. (1972). A cross-sectional study of the development of semantic
  • and syntactic acceptability by children. Journal of Psycholinguistic Research, 1, 299-310.
  • Durkin, K., Shire, B., Riem, R., Crowther, R. D. & Rutter, D. R. (1986). The social and linguistic
  • contexts of early number word use. British Journal of Development Psychology, 28 (6), 998-1005.
  • Fuson, K. C. (1988). Children’s counting and concepts of number. New York: Springer-Verlag.
  • Gleitman, L. R., Gleitman, H., and Shipley, E. (1972). The emergence of the child as grammarian. Cognition, 1, 137- 164.
  • Galllistel, C. R., & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74.
  • Galllistel, C. R., & Gelman, R. (2000). Non-verbal numerical cognition: from reals to integers. Trends in Cognitive Sciences, 4, 59-65.
  • Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, Mass., and London: Harvard University Press.
  • Gelman, R., & Meck, E. (1983). Pre-schoolers’ counting: principles before skill. Cognition, 13, 343- 359.
  • Gelman, R. (2000). The epigenesis of mathematical thinking. Journal of Applied Developmental Psychology, 21, 27-37.
  • Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics
  • difficulties. Journal of Learning Disabilities, 38, 293-304.
  • Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first-grade math achievement from
  • developmental number sense trajectories. Learning Disabilities Research and Practice, 22, 36–46.
  • Kamawar, D., Lefevre, J. A., Bisanz, J., Fast, L., Skwarchuk, S. L., Smith-Chant, B., & Penner- Wilger, M. (2010).
  • Knowledge of counting principles: How relevant is order irrelevance? Journal of Experimental Child Psychology, 105, 138–145.
  • Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visuo- spatial working
  • memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103, 516–531.
  • LeFevre, J., Smith-Chant, B., Fast, L., Skwarchuk, S., Sargla, E., Arnup, J., et al (2006).
  • What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2. Journal of Experimental Child Psychology, 93, 285–303.
  • LeFevre, J., Fast, L., Skwarchuk, S., Smith-Chant, B., Bisanz, J., Kamawar, D., et al (2010). Pathways to
  • mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753–1767.
  • Miller, F. K., Smith, M. C., Zhu, J., & Zhang, H. (1995). Pre-school origins of cross-national differences in
  • mathematical competence: the role of number-naming system. Psychological Science, 6, 56-60.
  • Miller, K., Major, S. M., Shu., H., & Zhang, H. (2000). Ordinal knowledge: Number names and number concepts in Chinese and English. Canadian Journal of Experimental Psychology, 54, 129-139.
  • Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford, Blackwell.
  • Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). The precursors of mathematics learning: working memory,
  • phonological ability and numerical competence. Cognitive Development, 22, 165-184.
  • Piaget, J. (1952). The child’s conception of number. London: Routledge & Kegan Paul.
  • Piaget, J. (1953). How children form mathematical concepts. Scientific American, 31, 202-206
  • Piaget, J. (1968). Quantification, conservation, and nativism. Science, 162, 976-979.
  • Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44, 162-169.
  • Rodríguez, P., Lagoa, M. O., Enescoa, I., & Guerrero, S. (2013). Children’s understandings of counting: Detection of
  • errors and pseudoerrors by kindergarten and primary school children. Journal of Experimental Child Psychology, 114, 35-46.
  • Saxe, G. B., & Guberman, S., & Gearheart, M. (1987). Social and developmental processes in children’s
  • understanding of number. Monographs of the Society for Research in Child Development, 52, 100- 200.
  • Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum.
  • Sophian, C. (1998). A developmental perspective on children’s counting. In C. Donlan (Ed.) The development of mathematical skills: Cultural, cognitive and neuropsychological perspective. Hove: Blackwell.
  • Sophian, C. (2004). Mathematics for the future: developing a Head Start curriculum to support mathematics learning. Early Childhood Research Quarterly, 19, 59-81.
  • Stock, P., Desoete, A., & Roeyers., H. (2009). Mastery of the counting principles in toddlers: A crucial step in the
  • development of budding arithmetic abilities?. Learning and Individual Differences, 19, 419-422.

The Acquisition of Counting Skill in Preschooler

Yıl 2013, Cilt: 9 Sayı: 2, 235 - 244, 22.03.2013

Öz

Okul Öncesi Çocuklarda Sayma Becerisinin Edinilmesinde Sayma İlkeleri Bilgilerinin Rolü. Bu çalışmanın amacı, ilkokul öncesi yaştaki çocuklarda sayma becerisinin edinilmesinde sayma ilkelerinin rolünü incelemektir. Bu amaç doğrultusunda, bir grup okul öncesi çocukların videodan izledikleri bir aktör çocuğun hem anadilinde (İngilizce) hem de bilmedikleri bir yabancı dilde (Türkçe) yaptığı sayma serilerinin kabul edilir olup olmadığı hakkındaki yargıları değerlendirilmiştir. Elde edilen veriler çocukların kolaylıkla hem İngilizce hem de Türkçe serilerinde hatalı uygulanan bir veya birden fazla sayma ilkelerini tespit edebildiğini göstermiştir. Türkçe sayma serilerinde elde edilen bulgular bize çocukların büyük bir olasılıkla ezberledikleri sayı sözcük dizilerindeki hatalardan çok, sayma etkinliği sırasında yapılan kural ihlallerine tepki verdiğini göstermektedir. Bu sonuç erken yaştaki çocukların sayma etkinliklerine rehberlik eden doğuştan getirdikleri örtük “sayma ilkelerine” sahip olduklarına ilişkin görüşleri destekler yönündedir.  

Kaynakça

  • Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of mathematical
  • performance from preschool to Grade 2. Journal of Educat ional Psychology, 96, 699-713.
  • Benigno, J. P., & Ellis, S. (2004). Two is greater than three: effects of older siblings on parental support of preschoolers’ counting in middle-income families. Early Childhood Research Quarterly, 19, 4-20.
  • Briars, D., & Siegler, R. (1984). A featural analysis of preschoolers’ counting knowledge. Developmental
  • Psychology, 20, 607-618.
  • Bryant, P. (1995). Children and Arithmetic. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 3-32.
  • deVilliers, J. G., & deVilliers, P. A. (1972). A cross-sectional study of the development of semantic
  • and syntactic acceptability by children. Journal of Psycholinguistic Research, 1, 299-310.
  • Durkin, K., Shire, B., Riem, R., Crowther, R. D. & Rutter, D. R. (1986). The social and linguistic
  • contexts of early number word use. British Journal of Development Psychology, 28 (6), 998-1005.
  • Fuson, K. C. (1988). Children’s counting and concepts of number. New York: Springer-Verlag.
  • Gleitman, L. R., Gleitman, H., and Shipley, E. (1972). The emergence of the child as grammarian. Cognition, 1, 137- 164.
  • Galllistel, C. R., & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74.
  • Galllistel, C. R., & Gelman, R. (2000). Non-verbal numerical cognition: from reals to integers. Trends in Cognitive Sciences, 4, 59-65.
  • Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, Mass., and London: Harvard University Press.
  • Gelman, R., & Meck, E. (1983). Pre-schoolers’ counting: principles before skill. Cognition, 13, 343- 359.
  • Gelman, R. (2000). The epigenesis of mathematical thinking. Journal of Applied Developmental Psychology, 21, 27-37.
  • Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics
  • difficulties. Journal of Learning Disabilities, 38, 293-304.
  • Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first-grade math achievement from
  • developmental number sense trajectories. Learning Disabilities Research and Practice, 22, 36–46.
  • Kamawar, D., Lefevre, J. A., Bisanz, J., Fast, L., Skwarchuk, S. L., Smith-Chant, B., & Penner- Wilger, M. (2010).
  • Knowledge of counting principles: How relevant is order irrelevance? Journal of Experimental Child Psychology, 105, 138–145.
  • Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visuo- spatial working
  • memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103, 516–531.
  • LeFevre, J., Smith-Chant, B., Fast, L., Skwarchuk, S., Sargla, E., Arnup, J., et al (2006).
  • What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2. Journal of Experimental Child Psychology, 93, 285–303.
  • LeFevre, J., Fast, L., Skwarchuk, S., Smith-Chant, B., Bisanz, J., Kamawar, D., et al (2010). Pathways to
  • mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753–1767.
  • Miller, F. K., Smith, M. C., Zhu, J., & Zhang, H. (1995). Pre-school origins of cross-national differences in
  • mathematical competence: the role of number-naming system. Psychological Science, 6, 56-60.
  • Miller, K., Major, S. M., Shu., H., & Zhang, H. (2000). Ordinal knowledge: Number names and number concepts in Chinese and English. Canadian Journal of Experimental Psychology, 54, 129-139.
  • Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford, Blackwell.
  • Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). The precursors of mathematics learning: working memory,
  • phonological ability and numerical competence. Cognitive Development, 22, 165-184.
  • Piaget, J. (1952). The child’s conception of number. London: Routledge & Kegan Paul.
  • Piaget, J. (1953). How children form mathematical concepts. Scientific American, 31, 202-206
  • Piaget, J. (1968). Quantification, conservation, and nativism. Science, 162, 976-979.
  • Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44, 162-169.
  • Rodríguez, P., Lagoa, M. O., Enescoa, I., & Guerrero, S. (2013). Children’s understandings of counting: Detection of
  • errors and pseudoerrors by kindergarten and primary school children. Journal of Experimental Child Psychology, 114, 35-46.
  • Saxe, G. B., & Guberman, S., & Gearheart, M. (1987). Social and developmental processes in children’s
  • understanding of number. Monographs of the Society for Research in Child Development, 52, 100- 200.
  • Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum.
  • Sophian, C. (1998). A developmental perspective on children’s counting. In C. Donlan (Ed.) The development of mathematical skills: Cultural, cognitive and neuropsychological perspective. Hove: Blackwell.
  • Sophian, C. (2004). Mathematics for the future: developing a Head Start curriculum to support mathematics learning. Early Childhood Research Quarterly, 19, 59-81.
  • Stock, P., Desoete, A., & Roeyers., H. (2009). Mastery of the counting principles in toddlers: A crucial step in the
  • development of budding arithmetic abilities?. Learning and Individual Differences, 19, 419-422.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Kadir Çakır

Yayımlanma Tarihi 22 Mart 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 9 Sayı: 2

Kaynak Göster

APA Çakır, K. (2013). The Role of Knowledge of Counting Principles in Acquiring Counting Skill in Preschool Children. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 235-244.

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