Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books.

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Tác giả: Cristina Carrazza, Susan C Levine

Ngôn ngữ: eng

Ký hiệu phân loại: 551.57846 Meteorology

Thông tin xuất bản: United States : Developmental psychology , 2025

Mô tả vật lý:

Bộ sưu tập: NCBI

ID: 677533

Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk that are most beneficial to children's number understanding. The current project examines whether embedding number talk in goal-based stories leads to more robust number learning than providing the same numeric input outside of this context. Parent-child dyads (
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