Browsing by Subject "varhaiset matemaattiset taidot"

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  • Hakala, Marjatta (Helsingin yliopisto, 2015)
    Aims. The aim of this study was to examine the effects of Lola's World educational game on children's early numeracy skills learning. Previous studies indicate that early numeracy skills are important for later mathematical skills development. Thus, it is fundamental to support these skills already in kindergarten. Core numerical skills before school age include non-symbolic and symbolic number sense, counting skills, basic skills in arithmetic and understanding mathematical relations. Some children show weak performance already in their early numeracy skills. These weaknesses can partly be explained with factors such a cognitive skills or socio-economic background. According to previous research short mathematical computer-assisted interventions have demonstrated positive effects on children's learning. Methods. Thirty-three children between 5 and 6 years, from four kindergartens, took part in this study. Twenty-three children were split randomly in two groups. One group (n = 12) played Lola's World focusing on early numeracy skills and other group (n = 11) was an active control group that played Lola's ABC Party that focused on language skills. Rest of the children (n = 10) served as a passive control group and they did not play any games during the intervention phase. Intervention continued three weeks and children played Lola Panda -games every day for about 15 minutes. Children's numeracy skills were measured using Early numeracy test and their nonverbal reasoning skills were assessed with Raven test. Analysis was done mostly using one-way ANOVA. Results and conclusions. There was a positive development of early numeracy skills during the intervention, but it was not statistically significant in any of the groups. Children's numeracy skills increased most in Lola's ABC Party group and the least changes were measured in Lola's World group. Children whose homelanguage was Finnish had better numeracy skills than children whose homelanguage was other than Finnish. Because there was a strong negative correlation between playing time and numeracy performance it seems that the intervention was not appropriately supporting early numeracy skills development. Perhaps it is also possible that Early numeracy test was not sensitive enough or Lola's World does not improve all skills included in the test.
  • Liakka, Anni (Helsingin yliopisto, 2015)
    The focus of this study was on kirgergartners' mathematical skills and task avoidance. Previous studies have shown that task avoidance is not a stable child characteristics in kindergarten-aged children, but may begin to stabilize during the first school years. Task avoidance has been shown to be linked to mathematical skills during the first school years. Furthermore, task avoidance behavior in kindergarten-aged children has been shown to be linked to slower acquisition of mathematical skills in the course of school years. his study examines the prevalence and stability of task avoidance in kindergarten-aged children. Moreover, it was studied how children's task avoidance was linked to mathematical skills and their development during the kindergarten year. The study was a longitudinal study (N = 235), where kindergartners' mathematical skills, more precisely, the mastery of relations and number sequences, were evaluated by The Early Numeracy Test for Toddlers three times during one school year. In addition, task avoidance was evaluated by teachers in the first and last measurement points using the following variables: diffidence, difficulties in motivation, difficulties in attention, tension and cooperate difficulties. The data was analyzed by quantitative research methods. The kindergartners were divided into three groups based on the level of their task avoidance behavior: no problems (N = 128), some amount of problems (N = 86), lots of problems (N = 19). The children with most task avoidance behavior had weaker mathematical skills than the others in the beginning of kindergarten. Those belonging to the lots of problems -group improved the most during the kindergarten year, reaching the skill level of those with less task avoidance characteristics. The belonging to a task avoidance group was relatively stable during kindergarten, especially within the lots of problems -group. According to the results, children's task avoidance should be monitored already in kindergarten to ensure the earliest possible support in terms of both task avoidance and mathematical skills. Further studies are needed to form a reliable overview on the developmental relationship between task avoidance and mathematical skills in children below school-age.
  • Westerholm, Alma (Helsingfors universitet, 2016)
    Earlier studies have shown that in Finland immigrant children have on average poorer numeracy skills than native Finnish children. More and more children with immigrant background enter schools so effective means to support their numeracy skills are highly needed. The study explores if immigrant children's early numeracy skills can be supported with an intensive early numeracy intervention programme. A total of ten six-year-old immigrant children participated in the study in a preschool in the metropolitan area. Half of the children had intense training in early numeracy skills during the day in preschool twice a week for about eight weeks. The other half of the children formed a control group who participated in preschool activities as usual. The children's early numeracy skills were measured with Early Numeracy Test (Van Luit, Van de Rijt & Aunio, 2006) as pretest, immediate posttest and delayed posttest. There was also a logbook that was filled during and immediately after the training sessions so that assessment of fidelity would be possible. The participants' background information and level of Finnish skills were asked from the preschool teachers. These pieces of information were used as control variable. The children in the intervention group improved their early numeracy skills during the intervention more than the children in the control group. Especially the effect was seen in understanding mathematical relations. The intervention group performed statistically significantly better in the immediate posttest and the delayed posttest than the control group. In counting skills the results weren't significant. In the Early Numeracy Test (Van Luit, Van de Rijt & Aunio, 2006) as a whole, the intervention group performed significantly better in the immediate posttest, but the gap was not statistically significant in the delayed posttest. This study shows that by supporting immigrant children's early numeracy skills with an evidence-based intervention programme, their skills in understanding mathematical relations improve significantly and permanently. The immigrant children can also get their numeracy skills to the same level with the native Finnish children and so the intervention programme for one can prevent them from dropping out of the school system later.