What counts in the development of young children's number knowledge?

• DOI: 10.1037/a0019671
• Publication Date: 2010-09-07T20:17:50Z
• Authors: Susan C. Levine; Linda Whealton Su...; Meredith L. Rowe; Janellen Huttenlo...; Elizabeth A. Gund...
• Keywords: Variation (astronomy); Longitudinal Study; Child Development; Longitudinal sample

Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and this variation predicts levels of achievement elementary school.In a longitudinal study diverse sample 44 children, we examined extent to which understanding cardinal meanings number words (e.g., knowing word "four" refers sets with 4 items) is predicted "number talk" hear from primary caregiver early home environment.Results 5 visits showed substantial parents' talk between ages 14 30 months.Moreover, children's at 46 months, even when socioeconomic status other measures parent child were controlled.These findings suggest encouraging parents about toddlers, providing them effective ways do so, may positively impact school achievement.