Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 4 |
Descriptor
Computation | 5 |
Foreign Countries | 5 |
Child Development | 3 |
Number Concepts | 3 |
Arithmetic | 2 |
Mathematics Skills | 2 |
Numeracy | 2 |
Preschool Children | 2 |
Age Differences | 1 |
Agricultural Occupations | 1 |
American Indians | 1 |
More ▼ |
Source
Developmental Science | 5 |
Author
Bakker, Merel | 1 |
Bryant, Peter | 1 |
De Smedt, Bert | 1 |
Dehaene, Stanislas | 1 |
Dowker, Ann | 1 |
Gibson, Edward | 1 |
Hodent, Celia | 1 |
Houde, Olivier | 1 |
Jara-Ettinger, Julian | 1 |
McCrink, Koleen | 1 |
Piantadosi, Steven T. | 1 |
More ▼ |
Publication Type
Journal Articles | 5 |
Reports - Research | 4 |
Reports - Evaluative | 1 |
Education Level
Preschool Education | 2 |
Early Childhood Education | 1 |
Audience
Location
Belgium | 1 |
Bolivia | 1 |
Brazil | 1 |
France (Paris) | 1 |
Massachusetts | 1 |
United Kingdom | 1 |
United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Bakker, Merel; Torbeyns, Joke; Wijns, Nore; Verschaffel, Lieven; De Smedt, Bert – Developmental Science, 2019
Numerical competencies acquired in preschool are foundational and predictive for children's later mathematical development. It remains to be determined whether there are gender differences in these early numerical competencies which could explain the often-reported gender differences in later mathematics and STEM-related abilities. Using a…
Descriptors: Gender Differences, Preschool Children, Preschool Education, Numeracy
Piantadosi, Steven T.; Jara-Ettinger, Julian; Gibson, Edward – Developmental Science, 2014
We show that children in the Tsimane', a farming-foraging group in the Bolivian rain-forest, learn number words along a similar developmental trajectory to children from industrialized countries. Tsimane' children successively acquire the first three or four number words before fully learning how counting works. However, their learning is…
Descriptors: Numbers, Number Concepts, Young Children, Child Development
McCrink, Koleen; Spelke, Elizabeth S.; Dehaene, Stanislas; Pica, Pierre – Developmental Science, 2013
Much research supports the existence of an Approximate Number System (ANS) that is recruited by infants, children, adults, and non-human animals to generate coarse, non-symbolic representations of number. This system supports simple arithmetic operations such as addition, subtraction, and ordering of amounts. The current study tests whether an…
Descriptors: Foreign Countries, Number Systems, Arithmetic, American Indians
Dowker, Ann – Developmental Science, 2008
This study investigated "individual differences" in different aspects of early number concepts in preschoolers. Eighty 4-year-olds from Oxford nursery classes took part. They were tested on accuracy of counting sets of objects; the cardinal word principle; the order irrelevance principle; and predicting the results of repeated addition…
Descriptors: Individual Differences, Number Concepts, Subtraction, Preschool Children
Hodent, Celia; Bryant, Peter; Houde, Olivier – Developmental Science, 2005
A fundamental question in developmental science is how brains with and without language compute numbers. Measuring young children's verbal reactions in France (Paris) and in England (Oxford), here we show that, although there is a general arithmetic ability for small numbers that is shared by monkeys and preverbal infants, the development of such…
Descriptors: Foreign Countries, English, French, Correlation