skip to content

Click here to search our resources

PEDAL Hub: Resource Library

Eason, S. et al. (2020) Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities (Journal Article)

Abstract:
Date:
January 2020
Publisher or Journal:
Volume:
91
Page/s:
546-562
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:
Abstract:
Date:
January 2020
Publisher or Journal:
Volume:
91
Page/s:
546-562
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:

Ramani, G. et al. (2008) Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games (Journal Article)

Abstract:

Theoretical analyses of the development of numerical representations suggest that playing linear number board games should enhance young children’s numerical knowledge. Consistent with this prediction, playing such a game for roughly 1 hr increased low-income preschoolers’ (mean age = 5.4 years) proficiency on 4 diverse numerical tasks: numerical magnitude comparison, number line estimation, counting, and numeral identification. The gains remained 9 weeks later. Classmates who played an identical game, except for the squares varying in color rather than number, did not improve on any measure. Also as predicted, home experience playing number board games correlated positively with numerical knowledge. Thus, playing number board games with children from low-income backgrounds may increase their numerical knowledge at the outset of school.

Date:
January 2008
Publisher or Journal:
Volume:
79
Page/s:
375-394
Synonyms:
  • Academic outcomes
  • Experimental
  • Games with rules
  • Numeracy
Relevant age group/s:

Ramani, G. et al. (2014) Preschoolers’ cooperative problem solving: Integrating play and problem solving (Journal Article)

Abstract:

Cooperative problem solving with peers plays a central role in promoting children’s cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are not as consistently beneficial to young children’s cognitive growth as they are for school-age children. In contrast, both theory and empirical research suggest that social play like that seen in early childhood classrooms is a context in which young children gain critical knowledge from peer cooperation. However, these contexts differ in how much they allow children to create and sustain their own joint goals, which likely influences their learning from cooperative interactions in experimental settings. Features of cooperative social play that allow preschool children to create joint goals are considered, and suggestions for future research are proposed to integrate these features into experimental settings in order to provide a fuller understanding of the development of cooperative problem solving in young children and its benefits.

Date:
January 2014
Publisher or Journal:
Volume:
12
Page/s:
92-108
Synonyms:
  • Cooperative play
  • Developmental outcomes
  • Learning
  • Literature review
  • Peers play
  • Problem-solving
  • Social play
Relevant age group/s: