Рейкерос Э., Мозер Т., Тоннесcен Ф.Э. Математические и двигательные навыки у малышей: отражаются ли различия в математических навыках на двигательных навыках?
Скачать в формате PDF
Ключевые слова:
Для цитирования статьи:
Рейкерос Э., Мозер Т., Тоннесcен Ф.Э. Математические и двигательные навыки у малышей: отражаются ли различия в математических навыках на двигательных навыках? // Современное дошкольное образование. – 2018. – №4(86). – С. 56–69.
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial» («Атрибуция-Некоммерчески») 4.0 Всемирная
Аннотация
В данном исследовании рассматриваются возможные связи между ранними математическими навыками и двигательными навыками у 450 малышей в возрасте двух лет девяти месяцев. В исследовании используются базовые данные из лонгитюдного проекта Ставангерского университета «Изучающий ребенок». Математические навыки и двигательные навыки детей оценивались с помощью структурированного наблюдения в естественных условиях детских садов и аутентичной оценки. Два сотрудника независимо друг от друга наблюдали за каждым ребенком во время игр и повседневной жизни в течение трех месяцев. Результаты показали значительную связь между двигательными и математическими навыками, что согласуется с исследованиями, которые проводились на более старших детях. Дети со слабыми, средними и сильными двигательными навыками также демонстрировали низкий, средний или высокий уровень математических навыков. Показатели для каждого из шести разделов, по которым изучалось формирование навыков (счет и числовые ряды, перечисление, форма и пространство, образец и последовательность, математический язык и логическое мышление), различались аналогично.
Литература
1. Aldgate, J. 2006. “Children, Development and Ecology.” In The Developing World of the Child, edited by J. Aldgate, D. Jones, W. Rose, and C. Jeffery, 17–34. London: Jessica Kingsley Publishers.
2. Arcavi, A. 2003. “The Role of Visual Representations in the Learning of Mathematics.” Educational Studies in Mathematics 52 (3): 215–241.
3. Aunola, K., E. Leskinen, M-K. Lerkkanen, and J-E. Nurmi. 2004. “Developmental Dynamics of Math Performance from Preeschool to Grade 2.” Journal of Educational Psychology 96 (4): 699–713.
4. Bagnato, S. J., J. T. Neisworth, and K. Pretti-Frontczak. 2010. LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices. Baltimore: Paul H. Brookes Pub.
5. Baroody, A. J., M-l. Lai, and K. Mix. 2006. “The Development of Young Children’s Early Number and Operation Sense and Its Implication for Early Childhood Education.” In Handbook of Research on the Education of Young Children, edited by B. Spodek and O. N. Saracho, 187–221. Mahwah, NJ: Lawrence Erlbaum Ass.
6. Bart, O., D. Hajami, and Y. Bar-Haim. 2007. “Predicting School Adjustment from Motor Abilities in Kindergarten.” Infant & Child Development 16 (6): 597–615.
7. Battista, M. 1980. “Interrelationships between problem solving ability, right hemisphere processing facility, and mathematics learning.” Focus on Learning Problems in Mathematics 2: 53–60.
8. Best, J. R. 2010. “Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise.” Developmental Review 30 (4): 331–351. doi:10.1016/j.dr.2010.08.001
9. Bjцrklund, C. 2008. “Toddlers’ Opportunities to Learn Mathematics.” International Journal of Early Childhood 40 (1): 81–95.
10. Cameron, C. E., L. L. Brock, W. M. Murrah, L. H. Bell, S. L. Worzalla, D. Grissmer, and F. J. Morrison. 2012. “Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement.” Child Development 83 (4): 1229–1244. doi:10.1111/j.1467-8624.2012.01768.x
11. Campos, J. J., D. I. Anderson, M. A. Barbu-Roth, E. M. Hubbard, M. J. Hertenstein, and D.Witherington. 2000. “Travel Broadens the Mind.” Infancy 1 (2): 149–219.
12. Chambers, M. E., and D. A. Sugden. 2002. “The Identification and Assessment of Young Children with Movement Difficulties.” International Journal of Early Years Education 10 (3): 157–176.
13. Chambers, M., and D. Sugden. 2006. Early Years Movement Skills: Description, Diagnosis and Intervention. London: Whurr.
14. Claessens, A., G. Duncan, and M. Engel. 2009. “Kindergarten Skills and Fifth Grade Achievement: Evidence from the ECLS-K.” Economics of Educational Review 28: 415–427.
15. Clements, D. H., A. J. Baroody, and J. A. Sarama. 2014. Research Background on Early Childhood Mathematics. Background Research for the National Governor’s Association (NGA) Center Project on Early Mathematics. http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1311SEME-Background.pdf
16. Cohen, J. 1977. Statistical Power Analysis for the Behavioral Sciencies. London: Routledge.
17. Committee on Early Childhood Pedagogy, National Research Council, B. T. Bowman, M. S. Donovan, and M. S. Burns, eds. 2000. Eager to Learn: Educating Our Preschoolers. Wahington, DC: The National Academies Press.
18. Copple, C., and S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. 3rd ed. Washington, DC: National Association for the Education of Young Children.
19. Data Protection Official for Research. 2012. “Requirements for Informed Consent.” Accessed December 3, 2012. http://www.nsd.uib.no/personvern/en/notification_duty/consent.html
20. Davidsen, H., I. K. Lшge, O. Lunde, E. Reikerеs, and T. Dalvang. 2008a. MIO – Matematikken, Individet og Omgivelsene. Hеndbok [The Mathematics, the Individual and the Environments. Manual]. Oslo: Aschehoug.
21. Davidsen, H., I. K. Lшge, O. Lunde, E. Reikerеs, and T. Dalvang. 2008b. MIO, Matematikken, Individet og Omgivelsene. Hеndbok [MIO, the Mathematics, the Individual and the Environment. Handbook]. Oslo: Aschehoug.
22. Downer, J. T., L. M. Booren, O. K. Lima, A. E. Luckner, and R. C. Pianta. 2010. “The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers’ Competence in Classroom Interactions.” Early Childhood Research Quarterly 25 (1): 1–16. doi:10.1016/j.ecresq.2009.08.004
23. English, L. D. 2004. Mathematical and Analogical Reasoning of Young Learners. Mahwah, NJ: Lawrence Erlbaum Associates.
24. Freudenthal, H. 1973. Mathematics as an Educational Task. Dodrecht: D. Reidel.
25. Frick, A., M. M. Daum, M. Wilson, and F. Wilkening. 2009. “Effects of Action on Children’s and Adults’ Mental Imagery.” Journal of Experimental Child Psychology 104: 34–51.
26. Gersten, R., N. Jordan, and J. Flojo. 2005. “Early Identification and Interventions for Students With Mathematics Difficulties.” Journal of Learning Disabilities 38 (4): 293–304.
27. Gibson, J. J. 1979. An Ecological Approach to Visual Perception. Boston: Houghton Mifflin.
28. Hannula, M. M., and E. Lehtinen. 2005. “Spontaneous Focusing on Numerosity and Mathematical Skills of Young Children.” Learning and Instruction 15: 237–256.
29. von Hofsten, C. 2007. “Action in Development.” Developmental Science 10 (1): 54–60.
30. IBM Corporation. 2010. IBM SPSS Statistics for Windows, Version 19.0. Armonk, NY: IBM Corporation.
31. Iversen, S., and E. M. Larsen. 2007. EYMSC. Sjekkliste for bevegelsesferdigheter i fшrskolealder [Translation and Adjusting the of Early Years Movement Skills Checklist for Use in Norwegian Kindergartens]. Stavanger: University of Stavanger.
32. Keilty, B., D. J. LaRocco, and F. B. Casell. 2009. “Early Interventionists’ Reports of Authentic Assessment Methods Through Focus Group Research.” Topics in Early Childhood Special Education 28 (4): 244–256.
33. Kersh, J., B. M. Casey, and J. M. Young. 2008. “Research on Spatial Skills and Block Building in Girls and Boys.” In Contemporary Perspectives on Mathematics in Early Childhood Education, edited by O. Saracho and B. Spodek, 233–251. Charlotte, NC: Information Age Publishing.
34. Kohl, H. W., and K. E. Hobbs. 2011. “Compliance with National Guidelines for Physical Activity in U.S. Preschoolers: Measurement and Interpretation Development of Physical Activity Behaviors among Children and Adolescents.” Pediatrics 127 (4): 549–554. doi:10.1542/peds.2010-2021d
35. Krombholz, H. 2006. “Physical Performance in Relation to Age, Sex, Birth Order, Social Class, and Sports Activities of Preschool Children.” Perceptual & Motor Skills 102 (2): 477–484. doi:10.2466/pms.102.2.477-484
36. Locuniak, M. N., and N. C. Jordan. 2008. “Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade.” Journal of Learning Disabilities 41 (5): 451–459. doi:10.1177/0022219408321126
37. Luo, Z., P. E. Jose, C. S. Huntsinger, and T. D. Pigott. 2007. “Fine Motor Skills and Mathematics Achievement in East Asian American and European American Kindergartners and First Graders.” British Journal of Developmental Psychology 25 (4): 595–614. doi:10.1348/026151007Ч185329
38. Macya, M., and S. J. Bagnato. 2010. “Keeping It ‘R-E-A-L’ with Authentic Assessment.” NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field 13 (1): 1–20. doi:10.1080/15240750903458105
39. Mazzocco, M., and R. E. Thompson. 2005. “Kindergarten Predictors of Math Learning Disability.” Learning Disabilities Research and Practice 20 (3): 142–155.
40. Ministry of Education and Research. 2006. “Framework Plan for the Content and Tasks of Kindergartens.” Accessed June 1, 2014. http://www.regjeringen.no/upload/kilde/kd/reg/2006/0036/ddd/pdfv/285775-rammeplanen-engelsk-pdf.pdf
41. Mix, K. S., J. Huttenlocher, and S.C. Levine. 2002. Quantitative Development in Infancy and Early Childhood. Oxford: Oxford University Press.
42. Moser, T., and E. Reikerеs. 2014. “Motor-life-skills of Toddlers – A Comparative Study of Norwegian and British Boys and Girls Applying the Early Years Movement Skills Checklist.” European Early Childhood Education Research Journal 24 (1): 1–21. doi:10.1080/1350293X.2014.895560
43. Mulligan, J. 2011. “Towards Understanding the Origins of Children’s Difficulties in Mathematics Learning.” Australian Journal of Learning Difficulties 16 (1): 19–39. doi:10.1080/19404158.2011.563476
44. Nath, S., and D. Szьcs. 2014. “Construction Play and Cognitive Skills Associated with the Development of Mathematical Abilities in 7-year-old Children.” Learning and Instruction 32: 73–80. http://dx.doi.org/10.1016/j.learninstruc.2014.01.006
45. Newcombe, N. S., and A. Frick. 2010. “Early Education for Spatial Intelligence: Why, What, and How.” Mind, Brain, and Education 4 (3): 102–111. doi:10.1111/j.1751-228X.2010.01089.x
46. Norusis, M. J. 2010. PASW Statistics 18: Guide to Data Analysis. Upper Saddle River, NJ: Prentice Hall.
47. Piaget, J., and B. Inhelder. 2002. Barnets psykologi [The Psychology of the Child]. Kшbenhavn: Hans Reitzels forlag.
48. de Raeymaecker, D. M. J. 2006. “Psychomotor Development and Psychopathology in Childhood.” International Review of Neurobiology 72: 83–101. doi:10.1016/s0074-7742(05)72005-5
49. Reikerеs, E. 2008. “Observasjonspunktene [The Observation Items].” In MIO.Matematikken – Individet – Omgivelsene. Hеndbok [MIO, the Mathematics, the Induvidual and the Enviornment. Handbook], edited by H. Davidsen, I. K. Lшge, O. Lunde, E. Reikerеs, and T. Dalvang, 30–47. Oslo: Aschehoug & Co.
50. Reikerеs, E., I. K. Lшge, and A-M. Knivsberg. 2012. “The Mathematical Competencies of Toddlers Expressed in Their Play and Daily Life Activities in Norwegian Kindergartens.” International Journal of Early Childhood 44: 91–114. http://dx.doi.org10.1007/s13158-011-0050-x
51. Robinson, N. M., R. D. Abbott, V. W. Berninger, and J. Busse. 1996. “The Structure of Abilities in Math-Precocious Young Children: Gender Similarities and Differences.” Journal of Educational Psychology 88 (2): 341–352.
52. Sдljц, R. 2001. Lжring i praksis: et sosiokulturelt perspektiv. Oslo: Cappelen akademisk.
53. Sarama, J. A., and D. H. Clements. 2009. Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. New York: Routledge.
54. Semrud-Clikeman, M. 2007. Social Competence in Children. Boston, MA: Springer.
55. Seo, K., and H. P. Ginsburg. 2004. “What is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons from New Research.” In Engaging Young Children in Mathematics, edited by D. H. Clements, J. A. Sarama, and A-M. DiBiase, 91–104. London: Lawrence Earlbaum.
56. Solem, I. H., and E. Reikerеs. 2008. Det matematiske barnet [The Mathematical Child]. 2nd ed. Landеs: Caspar.
57. Son, S-H., and S. J. Meisels. 2006. “The Relationship of Young Children’s Motor Skills to Later Reading and Math Achievement.” Merrill-Palmer Quarterly 52 (4): 755–778.
58. Tabachnick, B. G., and L. S. Fidell. 2013. Using Multivariate Statistics. 6th ed. Boston: Pearson.
59. Tramontana, M. G., S. R. Hooper, and S. C. Selzer. 1988. “Research on the Preschool Prediction of Later Academic Achievement: A review.” Developmental Review 8 (2): 89–146. http://dx.doi.org/10.1016/0273-2297(88)90001-9
60. Trevlas, E., O. Matsouka, and E. Zachopoulou. 2003. “Relationship between Playfulness and Motor Creativity in Preschool Children.” Early Child Development & Care 173 (5): 535–543. doi:10.1080/0300443032000070482
61. Tsamir, P., D. Tirosh, and E. Levenson. 2011. “Windows to Early Childhood Mathematics Teacher Education.” Journal of Mathematics Teacher Education 14 (2): 89–92. doi:10.1007/s10857-011-9174-z
62. Tudge, J., L. Li, and K. Stanley. 2008. “The Impact of Method on Assessing Young Children’s Everyday Mathematical Experiences.” In Contemporary Perspectives on Mathematics in Early Childhood Education, edited by O. Saracho and B. Spodek, 187–214. Charlotte, NC: Information Age Publishing.
63. Vygotskij, L. S., and V. V. Davydov. 1997. Educational Psychology. Boca Raton, FL: St. Lucie Press.
2. Arcavi, A. 2003. “The Role of Visual Representations in the Learning of Mathematics.” Educational Studies in Mathematics 52 (3): 215–241.
3. Aunola, K., E. Leskinen, M-K. Lerkkanen, and J-E. Nurmi. 2004. “Developmental Dynamics of Math Performance from Preeschool to Grade 2.” Journal of Educational Psychology 96 (4): 699–713.
4. Bagnato, S. J., J. T. Neisworth, and K. Pretti-Frontczak. 2010. LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices. Baltimore: Paul H. Brookes Pub.
5. Baroody, A. J., M-l. Lai, and K. Mix. 2006. “The Development of Young Children’s Early Number and Operation Sense and Its Implication for Early Childhood Education.” In Handbook of Research on the Education of Young Children, edited by B. Spodek and O. N. Saracho, 187–221. Mahwah, NJ: Lawrence Erlbaum Ass.
6. Bart, O., D. Hajami, and Y. Bar-Haim. 2007. “Predicting School Adjustment from Motor Abilities in Kindergarten.” Infant & Child Development 16 (6): 597–615.
7. Battista, M. 1980. “Interrelationships between problem solving ability, right hemisphere processing facility, and mathematics learning.” Focus on Learning Problems in Mathematics 2: 53–60.
8. Best, J. R. 2010. “Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise.” Developmental Review 30 (4): 331–351. doi:10.1016/j.dr.2010.08.001
9. Bjцrklund, C. 2008. “Toddlers’ Opportunities to Learn Mathematics.” International Journal of Early Childhood 40 (1): 81–95.
10. Cameron, C. E., L. L. Brock, W. M. Murrah, L. H. Bell, S. L. Worzalla, D. Grissmer, and F. J. Morrison. 2012. “Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement.” Child Development 83 (4): 1229–1244. doi:10.1111/j.1467-8624.2012.01768.x
11. Campos, J. J., D. I. Anderson, M. A. Barbu-Roth, E. M. Hubbard, M. J. Hertenstein, and D.Witherington. 2000. “Travel Broadens the Mind.” Infancy 1 (2): 149–219.
12. Chambers, M. E., and D. A. Sugden. 2002. “The Identification and Assessment of Young Children with Movement Difficulties.” International Journal of Early Years Education 10 (3): 157–176.
13. Chambers, M., and D. Sugden. 2006. Early Years Movement Skills: Description, Diagnosis and Intervention. London: Whurr.
14. Claessens, A., G. Duncan, and M. Engel. 2009. “Kindergarten Skills and Fifth Grade Achievement: Evidence from the ECLS-K.” Economics of Educational Review 28: 415–427.
15. Clements, D. H., A. J. Baroody, and J. A. Sarama. 2014. Research Background on Early Childhood Mathematics. Background Research for the National Governor’s Association (NGA) Center Project on Early Mathematics. http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1311SEME-Background.pdf
16. Cohen, J. 1977. Statistical Power Analysis for the Behavioral Sciencies. London: Routledge.
17. Committee on Early Childhood Pedagogy, National Research Council, B. T. Bowman, M. S. Donovan, and M. S. Burns, eds. 2000. Eager to Learn: Educating Our Preschoolers. Wahington, DC: The National Academies Press.
18. Copple, C., and S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. 3rd ed. Washington, DC: National Association for the Education of Young Children.
19. Data Protection Official for Research. 2012. “Requirements for Informed Consent.” Accessed December 3, 2012. http://www.nsd.uib.no/personvern/en/notification_duty/consent.html
20. Davidsen, H., I. K. Lшge, O. Lunde, E. Reikerеs, and T. Dalvang. 2008a. MIO – Matematikken, Individet og Omgivelsene. Hеndbok [The Mathematics, the Individual and the Environments. Manual]. Oslo: Aschehoug.
21. Davidsen, H., I. K. Lшge, O. Lunde, E. Reikerеs, and T. Dalvang. 2008b. MIO, Matematikken, Individet og Omgivelsene. Hеndbok [MIO, the Mathematics, the Individual and the Environment. Handbook]. Oslo: Aschehoug.
22. Downer, J. T., L. M. Booren, O. K. Lima, A. E. Luckner, and R. C. Pianta. 2010. “The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers’ Competence in Classroom Interactions.” Early Childhood Research Quarterly 25 (1): 1–16. doi:10.1016/j.ecresq.2009.08.004
23. English, L. D. 2004. Mathematical and Analogical Reasoning of Young Learners. Mahwah, NJ: Lawrence Erlbaum Associates.
24. Freudenthal, H. 1973. Mathematics as an Educational Task. Dodrecht: D. Reidel.
25. Frick, A., M. M. Daum, M. Wilson, and F. Wilkening. 2009. “Effects of Action on Children’s and Adults’ Mental Imagery.” Journal of Experimental Child Psychology 104: 34–51.
26. Gersten, R., N. Jordan, and J. Flojo. 2005. “Early Identification and Interventions for Students With Mathematics Difficulties.” Journal of Learning Disabilities 38 (4): 293–304.
27. Gibson, J. J. 1979. An Ecological Approach to Visual Perception. Boston: Houghton Mifflin.
28. Hannula, M. M., and E. Lehtinen. 2005. “Spontaneous Focusing on Numerosity and Mathematical Skills of Young Children.” Learning and Instruction 15: 237–256.
29. von Hofsten, C. 2007. “Action in Development.” Developmental Science 10 (1): 54–60.
30. IBM Corporation. 2010. IBM SPSS Statistics for Windows, Version 19.0. Armonk, NY: IBM Corporation.
31. Iversen, S., and E. M. Larsen. 2007. EYMSC. Sjekkliste for bevegelsesferdigheter i fшrskolealder [Translation and Adjusting the of Early Years Movement Skills Checklist for Use in Norwegian Kindergartens]. Stavanger: University of Stavanger.
32. Keilty, B., D. J. LaRocco, and F. B. Casell. 2009. “Early Interventionists’ Reports of Authentic Assessment Methods Through Focus Group Research.” Topics in Early Childhood Special Education 28 (4): 244–256.
33. Kersh, J., B. M. Casey, and J. M. Young. 2008. “Research on Spatial Skills and Block Building in Girls and Boys.” In Contemporary Perspectives on Mathematics in Early Childhood Education, edited by O. Saracho and B. Spodek, 233–251. Charlotte, NC: Information Age Publishing.
34. Kohl, H. W., and K. E. Hobbs. 2011. “Compliance with National Guidelines for Physical Activity in U.S. Preschoolers: Measurement and Interpretation Development of Physical Activity Behaviors among Children and Adolescents.” Pediatrics 127 (4): 549–554. doi:10.1542/peds.2010-2021d
35. Krombholz, H. 2006. “Physical Performance in Relation to Age, Sex, Birth Order, Social Class, and Sports Activities of Preschool Children.” Perceptual & Motor Skills 102 (2): 477–484. doi:10.2466/pms.102.2.477-484
36. Locuniak, M. N., and N. C. Jordan. 2008. “Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade.” Journal of Learning Disabilities 41 (5): 451–459. doi:10.1177/0022219408321126
37. Luo, Z., P. E. Jose, C. S. Huntsinger, and T. D. Pigott. 2007. “Fine Motor Skills and Mathematics Achievement in East Asian American and European American Kindergartners and First Graders.” British Journal of Developmental Psychology 25 (4): 595–614. doi:10.1348/026151007Ч185329
38. Macya, M., and S. J. Bagnato. 2010. “Keeping It ‘R-E-A-L’ with Authentic Assessment.” NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field 13 (1): 1–20. doi:10.1080/15240750903458105
39. Mazzocco, M., and R. E. Thompson. 2005. “Kindergarten Predictors of Math Learning Disability.” Learning Disabilities Research and Practice 20 (3): 142–155.
40. Ministry of Education and Research. 2006. “Framework Plan for the Content and Tasks of Kindergartens.” Accessed June 1, 2014. http://www.regjeringen.no/upload/kilde/kd/reg/2006/0036/ddd/pdfv/285775-rammeplanen-engelsk-pdf.pdf
41. Mix, K. S., J. Huttenlocher, and S.C. Levine. 2002. Quantitative Development in Infancy and Early Childhood. Oxford: Oxford University Press.
42. Moser, T., and E. Reikerеs. 2014. “Motor-life-skills of Toddlers – A Comparative Study of Norwegian and British Boys and Girls Applying the Early Years Movement Skills Checklist.” European Early Childhood Education Research Journal 24 (1): 1–21. doi:10.1080/1350293X.2014.895560
43. Mulligan, J. 2011. “Towards Understanding the Origins of Children’s Difficulties in Mathematics Learning.” Australian Journal of Learning Difficulties 16 (1): 19–39. doi:10.1080/19404158.2011.563476
44. Nath, S., and D. Szьcs. 2014. “Construction Play and Cognitive Skills Associated with the Development of Mathematical Abilities in 7-year-old Children.” Learning and Instruction 32: 73–80. http://dx.doi.org/10.1016/j.learninstruc.2014.01.006
45. Newcombe, N. S., and A. Frick. 2010. “Early Education for Spatial Intelligence: Why, What, and How.” Mind, Brain, and Education 4 (3): 102–111. doi:10.1111/j.1751-228X.2010.01089.x
46. Norusis, M. J. 2010. PASW Statistics 18: Guide to Data Analysis. Upper Saddle River, NJ: Prentice Hall.
47. Piaget, J., and B. Inhelder. 2002. Barnets psykologi [The Psychology of the Child]. Kшbenhavn: Hans Reitzels forlag.
48. de Raeymaecker, D. M. J. 2006. “Psychomotor Development and Psychopathology in Childhood.” International Review of Neurobiology 72: 83–101. doi:10.1016/s0074-7742(05)72005-5
49. Reikerеs, E. 2008. “Observasjonspunktene [The Observation Items].” In MIO.Matematikken – Individet – Omgivelsene. Hеndbok [MIO, the Mathematics, the Induvidual and the Enviornment. Handbook], edited by H. Davidsen, I. K. Lшge, O. Lunde, E. Reikerеs, and T. Dalvang, 30–47. Oslo: Aschehoug & Co.
50. Reikerеs, E., I. K. Lшge, and A-M. Knivsberg. 2012. “The Mathematical Competencies of Toddlers Expressed in Their Play and Daily Life Activities in Norwegian Kindergartens.” International Journal of Early Childhood 44: 91–114. http://dx.doi.org10.1007/s13158-011-0050-x
51. Robinson, N. M., R. D. Abbott, V. W. Berninger, and J. Busse. 1996. “The Structure of Abilities in Math-Precocious Young Children: Gender Similarities and Differences.” Journal of Educational Psychology 88 (2): 341–352.
52. Sдljц, R. 2001. Lжring i praksis: et sosiokulturelt perspektiv. Oslo: Cappelen akademisk.
53. Sarama, J. A., and D. H. Clements. 2009. Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. New York: Routledge.
54. Semrud-Clikeman, M. 2007. Social Competence in Children. Boston, MA: Springer.
55. Seo, K., and H. P. Ginsburg. 2004. “What is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons from New Research.” In Engaging Young Children in Mathematics, edited by D. H. Clements, J. A. Sarama, and A-M. DiBiase, 91–104. London: Lawrence Earlbaum.
56. Solem, I. H., and E. Reikerеs. 2008. Det matematiske barnet [The Mathematical Child]. 2nd ed. Landеs: Caspar.
57. Son, S-H., and S. J. Meisels. 2006. “The Relationship of Young Children’s Motor Skills to Later Reading and Math Achievement.” Merrill-Palmer Quarterly 52 (4): 755–778.
58. Tabachnick, B. G., and L. S. Fidell. 2013. Using Multivariate Statistics. 6th ed. Boston: Pearson.
59. Tramontana, M. G., S. R. Hooper, and S. C. Selzer. 1988. “Research on the Preschool Prediction of Later Academic Achievement: A review.” Developmental Review 8 (2): 89–146. http://dx.doi.org/10.1016/0273-2297(88)90001-9
60. Trevlas, E., O. Matsouka, and E. Zachopoulou. 2003. “Relationship between Playfulness and Motor Creativity in Preschool Children.” Early Child Development & Care 173 (5): 535–543. doi:10.1080/0300443032000070482
61. Tsamir, P., D. Tirosh, and E. Levenson. 2011. “Windows to Early Childhood Mathematics Teacher Education.” Journal of Mathematics Teacher Education 14 (2): 89–92. doi:10.1007/s10857-011-9174-z
62. Tudge, J., L. Li, and K. Stanley. 2008. “The Impact of Method on Assessing Young Children’s Everyday Mathematical Experiences.” In Contemporary Perspectives on Mathematics in Early Childhood Education, edited by O. Saracho and B. Spodek, 187–214. Charlotte, NC: Information Age Publishing.
63. Vygotskij, L. S., and V. V. Davydov. 1997. Educational Psychology. Boca Raton, FL: St. Lucie Press.
- Комментарии
Загрузка комментариев...