Susan C. Levine|Linda Whealton Suriyakham|Meredith L. Rowe|Janellen Huttenlocher|Elizabeth A. Gunderson
What counts in the development of young children's number knowledge?
University of Chicago
prior studies indicate children vary widely mathematical knowledge time enter preschool variation predicts levels achievement elementary school longitudinal study diverse sample 44 preschool children examined extent understanding cardinal meanings number words eg knowing word four refers sets 4 items predicted number talk hear primary caregiver early home environment results 5 visits showed substantial variation parents number talk children ages 14 30 months moreover variation predicted childrens knowledge cardinal meanings number words 46 months even socioeconomic status measures parent child talk controlled findings suggest encouraging parents talk number toddlers providing effective ways may positively impact childrens school achievement