ERIC Number: ED447919
Record Type: RIE
Publication Date: 2000-Apr
Preschooler's Counting in Peer Interaction.
Curtis, Reagan P.
For this experiment, part of a larger study on preschoolers' counting competence, 3-, 4-, and 5-year-olds played a counting game with their peers after becoming familiar with the game during structured interviews with an adult. It was expected that the symmetrical nature of peer interaction would allow children to display quantitative knowledge in ways that differed from an asymmetrical clinical interview. Categories of quantitative term use, judgments of others' counting, display of quantitative knowledge without number words, turn negotiation, and role negotiation were analyzed from video and audio recordings. Age differences in quantitative knowledge displayed were not marked. Findings did indicate that preschool children are able to take what they have learned in interactions with an adult into their peer interactions, and that games and collaborative group activities may provide particularly fertile ground for preschool mathematics education. (Author/EV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Research supported by a Doctoral Candidacy Fellowship. Graduate School of Education, University of California, Santa Barbara.