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Darnon, Céline; Fayol, Michel – European Journal of Psychology of Education, 2022
Socioeconomic status (SES) has been shown to be associated with children's arithmetic knowledge as early as kindergarten, which is an important issue, given that early numeracy knowledge and skills usually correlate to later academic achievement in arithmetic. In line with recent research, it is argued that the regular practice of exercises…
Descriptors: Early Intervention, Mathematics Instruction, Mathematics Achievement, Kindergarten
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Sekeris, Elke; Verschaffel, Lieven; Luwel, Koen – European Journal of Psychology of Education, 2022
Computational estimation is seen as an important mathematical competence. Little is known, however, about the mathematical skills that are predictive of early computational estimation development. The current study longitudinally followed a group of about 350 children at four time points: second (K2, 4-year-olds) and third grades of kindergarten…
Descriptors: Mathematics Skills, Computation, Predictor Variables, Kindergarten
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Sekeris, Elke; Empsen, Michaël; Verschaffel, Lieven; Luwel, Koen – European Journal of Psychology of Education, 2021
The transition from informal to formal mathematics is an important episode in children's mathematical development. The current study investigated how young children's computational estimation performance and strategy use develops in this transitional period. The computational estimation performance of 350 children was assessed before the start of…
Descriptors: Informal Education, Conventional Instruction, Mathematics Education, Computation
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Bojorque, Gina; Gonzales, Neli; Wijns, Nore; Verschaffel, Lieven; Torbeyns, Joke – European Journal of Psychology of Education, 2021
Young children's early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young children's repeating patterning abilities have been conducted exclusively in developed countries differing in economic, societal, and educational characteristics from developing countries. In this study,…
Descriptors: Foreign Countries, Preschool Children, Kindergarten, Young Children
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Tang, Elaine; Cheng, Rebecca Wing-yi; Fung, Wing-kai – European Journal of Psychology of Education, 2021
Previous research studies have demonstrated the link between parents' education and parental stress level. However, these studies have not taken parents' goal orientation into consideration. Based on the framework of goal orientation theory, we examined how parents' goals would interact with parents' education to affect perceived parental stress…
Descriptors: Parent Child Relationship, Stress Variables, Kindergarten, Young Children
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Langeloo, Annegien; Lara, Mayra Mascareño; Deunk, Marjolein I.; LoCasale-Crouch, Jennifer; Strijbos, Jan-Willem – European Journal of Psychology of Education, 2021
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child's engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to…
Descriptors: Kindergarten, Monolingualism, Multilingualism, Profiles
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Papadopoulos, Timothy C.; Spanoudis, George; Ktisti, Christiana; Fella, Argyro – European Journal of Psychology of Education, 2021
We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…
Descriptors: Reading Skills, Cognitive Processes, Kindergarten, Grade 1
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Ollivier, Fanny; Noël, Yvonnick; Legrand, Aline; Bonneton-Botté, Nathalie – European Journal of Psychology of Education, 2020
What constitutes effective teaching of arithmetical skills in early school years is still uncertain. Finger use could play a crucial role in this acquisition, but some children do not use them spontaneously and studies would be necessary to know if it is possible to teach them. This research assesses the impact of a teacher-implemented…
Descriptors: Intervention, Program Implementation, Mathematics Instruction, Teaching Methods
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Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia – European Journal of Psychology of Education, 2020
This study presents an original genre awareness intervention for kindergarten children. The efficacy of the intervention was tested on children's awareness in three different genres: narrative, epistolary, and instructions. We hypothesized that the intervention would be effective in improving children's structural knowledge in all three genres.…
Descriptors: Kindergarten, Young Children, Literary Genres, Literacy Education
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Bojorque, Gina; Torbeyns, Joke; Hannula-Sormunen, Minna; Van Nijlen, Daniël; Verschaffel, Lieven – European Journal of Psychology of Education, 2017
This study explored the development of Ecuadorian Kindergartners' spontaneous focusing on numerosity (SFON) during the kindergarten year, as well as the contribution of early numerical abilities to this development. One hundred Kindergartners coming from ten classrooms received two SFON tasks, one at the beginning and one at the end of the school…
Descriptors: Foreign Countries, Kindergarten, Young Children, Numbers
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Enesco, Ileana; Rodríguez, Purificación; Lago, Mª Oliva; Dopico, Cristina; Escudero, Ana – European Journal of Psychology of Education, 2017
This study addresses the influence of schoolteachers' testimonies on children's conceptions about unconventional correct counts or pseudoerrors. A total of 158 kindergarteners and second graders were individually interviewed: Fifty children participated in the baseline group (to determine their judgments about pseudoerrors without the presence of…
Descriptors: Elementary School Teachers, Teacher Influence, Elementary School Students, Kindergarten
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Pinto, Giuliana; Bigozzi, Lucia; Vezzani, Claudio; Tarchi, Christian – European Journal of Psychology of Education, 2017
This study explores the predictivity of an emergent literacy model on the acquisition of reading in primary school in a language with a transparent writing system. As writing systems have different levels of transparency, results cannot be easily transferred between languages. In this study, we explored the predictivity of phonological awareness,…
Descriptors: Emergent Literacy, Longitudinal Studies, Phonological Awareness, Reading Instruction
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Bigozzi, Lucia; Vettori, Giulia – European Journal of Psychology of Education, 2016
In this 1-year longitudinal study, the authors explored the development of narrative skills between the oral and written form. The authors aimed to assess the predictive power of textual narrative competence on early narrative text-writing skills taking into account the impact of spelling ability. Eighty children ("M" age = 5.3 years,…
Descriptors: Story Telling, Narration, Personal Narratives, Preschool Children
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Schmiedeler, Sandra; Niklas, Frank; Schneider, Wolfgang – European Journal of Psychology of Education, 2014
The concept of "Home Learning Environment" (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for…
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Family Environment, Longitudinal Studies
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Niklas, Frank; Schneider, Wolfgang – European Journal of Psychology of Education, 2014
Mathematical competencies are important not only for academic achievement at school but also for professional success later in life. Although we know a lot about the impact of "Home Literacy Environment" on the development of early linguistic competencies, research on "Home Numeracy Environment" (HNE) and the assessment of its…
Descriptors: Foreign Countries, Family Environment, Literacy, Mathematics Skills
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