ERIC Number: EJ849743
Record Type: Journal
Publication Date: 2008-Sep
Abstractor: As Provided
Playing Linear Numerical Board Games Promotes Low-Income Children's Numerical Development
Siegler, Robert S.; Ramani, Geetha B.
Developmental Science, v11 n5 p655-661 Sep 2008
The numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-income backgrounds even before the children enter school. This gap may reflect differing prior experience with informal numerical activities, such as numerical board games. Experiment 1 indicated that the numerical magnitude knowledge of preschoolers from low-income families lagged behind that of peers from more affluent backgrounds. Experiment 2 indicated that playing a simple numerical board game for four 15-minute sessions eliminated the differences in numerical estimation proficiency. Playing games that substituted colors for numbers did not have this effect. Thus, playing numerical board games offers an inexpensive means for reducing the gap in numerical knowledge that separates less and more affluent children when they begin school.
Descriptors: Games, Number Concepts, Low Income Groups, Educational Games, Numeracy, Socioeconomic Influences, Middle Class, Prior Learning, Preschool Children, Comparative Analysis, Teaching Methods, Socioeconomic Status
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
IES Funded: Yes
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/73675