Mathematical Learning and Cognition in Early Childhood Integrating I
This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numeri
- PDF / 4,872,418 Bytes
- 273 Pages / 453.544 x 683.151 pts Page_size
- 52 Downloads / 222 Views
matical Learning and Cognition in Early Childhood Integrating Interdisciplinary Research into Practice
Mathematical Learning and Cognition in Early Childhood
Katherine M. Robinson Helena P. Osana Donna Kotsopoulos •
Editors
Mathematical Learning and Cognition in Early Childhood Integrating Interdisciplinary Research into Practice
123
•
Editors Katherine M. Robinson Department of Psychology University of Regina Regina, SK, Canada
Helena P. Osana Department of Education Concordia University Montreal, QC, Canada
Donna Kotsopoulos Department of Mathematics Wilfred Laurier University Waterloo, ON, Canada
ISBN 978-3-030-12894-4 ISBN 978-3-030-12895-1 https://doi.org/10.1007/978-3-030-12895-1
(eBook)
Library of Congress Control Number: 2019934797 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Foreword
Over a decade ago, a group of researchers set out to identify the factors in early childhood development that are key predictors of school readiness (Duncan et al., 2007). By combining data from existing, large-scale, longitudinal data sets, they were able to estimate how strongly early math, early reading, early attention, and early social skills predicted later academic achievements. What came as a surprise to many at the time, and resulted in a significant public attention, was their finding that early math skills were not only a stronger predictor of later math skills, but also a robust predictor of children’s later reading. Furthermore, Duncan et al.’s meta-analysis of all the reported relationships between early competencies and later skills revealed that overall, early math was the strongest predictor of later academic performance. These findings h
Data Loading...
