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ERIC Number: EJ1024460
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1524-8372
Emerging Understanding of Patterning in 4-Year-Olds
Rittle-Johnson, Bethany; Fyfe, Emily R.; McLean, Laura E.; McEldoon, Katherine L.
Journal of Cognition and Development, v14 n3 p376-396 2013
Young children have an impressive amount of mathematics knowledge, but past psychological research has focused primarily on their number knowledge. Preschoolers also spontaneously engage in a form of early algebraic thinking-patterning. In the current study, we assessed 4-year-old children's knowledge of repeating patterns on two occasions ("N" = 66). Children could duplicate and extend patterns, and some showed a deeper understanding of patterns by abstracting patterns (i.e., creating the same kind of pattern using new materials). A small proportion of the children had explicit knowledge of pattern units. Error analyses indicated that some pattern knowledge was apparent before children were successful on items. Overall, findings indicate that young children are developing an understanding of repeating patterns before school entry.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children