Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
Descriptor
| Ability | 1 |
| Child Development | 1 |
| Cognitive Development | 1 |
| Elementary School Mathematics | 1 |
| Emergent Literacy | 1 |
| Learning Motivation | 1 |
| Mathematics Education | 1 |
| Number Concepts | 1 |
| Numeracy | 1 |
| Play | 1 |
| Preschool Education | 1 |
| More ▼ | |
Source
| Curriculum and Teaching | 1 |
Author
| Nelissen, Jo M. C. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkNelissen, Jo M. C. – Curriculum and Teaching, 2018
Historically there has always been a lively research discussion on whether the development of number concept should be considered as innate, or whether the catalyst for the development of the number concept -- and for counting -- is hearing number words combined with seeing concrete examples. One can recognize these theories as the nativist view…
Descriptors: Emergent Literacy, Numeracy, Number Concepts, Young Children
