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ERIC Number: EJ1242508
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Available Date: N/A
Improving Science Skills by Practicing Geometry and Measurement in Kindergarten
van der Aalsvoort, Geerdina; van der Zee, Symen; de Wit, Tjarda
Early Child Development and Care, v190 n4 p537-548 2020
Numeracy indicates number sense, measurement and geometry but is most often connected to number sense only. Since the domains of geometry and measurement are strongly connected to becoming skilful in science an intervention was carried out to improve children's science skills through measuring and geometry activities and enhance both their numeracy and science skills. Forty 6 year-old's from 10 Kindergartens and their teachers participated. Three conditions had specially developed activities to elicit practicing measuring and geometry skills for 10 min at a time in small groups during 12 weeks. Condition 1 also offered personal feedback to the teachers every two weeks; condition 2 included monthly professional meetings; condition 3 only had the special developed activities; condition 4 served as control condition. The results revealed significant improvements with regard to numeracy and science skills. Concerns regarding types of interventions to enhance teachers skills to guide small group work are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A