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ERIC Number: EJ1183426
Record Type: Journal
Publication Date: 2018
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2382-0349
Counting in Children's Picture Books: Digging Deeper
Perger, Pamela; Major, Karen
Teachers and Curriculum, v18 n1 p27-32 2018
Learning to count is a significant achievement. Counting requires the learner to co-ordinate a number of key principles to make sense of the various contexts in which counting is used. Learning to count takes time to master. Children need a range of opportunities to hear the language associated with counting and engage in everyday activities to develop an understanding of how counting works in the various situations it is used. Reading a story with others or reading a picture book for themselves can provide children with an opportunity to practice their counting in a meaningful way. Through describing the counting opportunities evident in specific picture books, this article aims to demonstrate how parents and/or teachers can use picture books to support children in understanding the contexts and principles of counting.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand