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Cheung, Sum Kwing; McBride, Catherine – Early Education and Development, 2017
Research Findings: In Study 1, we observed 32 Chinese kindergarteners playing a number board game with their caregivers in dyads. Number board game playing provided important opportunities for kindergarteners and their caregivers to talk about an array of number concepts, but their numeracy-related exchanges rarely went beyond counting. In Study…
Descriptors: Foreign Countries, Young Children, Play, Games
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Dunbar, Kristina; Ridha, Aala; Cankaya, Ozlem; Jiménez Lira, Carolina; LeFevre, Jo-Anne – Early Education and Development, 2017
Research Findings: Children who speak English are slower to learn the counting sequence between 11 and 20 compared to children who speak Asian languages. In the present research, we examined whether providing children with spatially relevant information during counting would facilitate their acquisition of the counting sequence. Three-year-olds…
Descriptors: Computation, Young Children, English, Spatial Ability
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Titeca, Daisy; Roeyers, Herbert; Ceulemans, Annelies; Desoete, Annemie – Early Education and Development, 2015
Research Findings: To date, studies comparing the mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are scarce, and results remain inconclusive. In general, studies on this topic focus on mathematical abilities learned from elementary school onward, with little attention for possible…
Descriptors: Numeracy, Mathematics Skills, Young Children, Autism