Multi-factorial approach to early numeracy—The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders. (2019)

• Record Type: Journal Article
• Authors: Aunio, Pirjo; Korhonen, Johan; Ragpot, Lara; Törmänen, Minna; Mononen, Riikka; Henning, Elizabeth
• Is Part Of: International journal of educational research. Volume 97(2019)
• Page Start: 65
• Page End: 76
• Publication Date: 2019
• Subjects: Early numeracy -- English as a second language -- Executive functions -- Kindergarten attendance -- Listening comprehension; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2019.06.011
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: In this study early numeracy was treated as comprising several different factors. Diverse predictive factors (executive function, listening comprehension, ESL status, kindergarten attendance) was used. This study was conducted in South African schools which provides new educational viewpoint to early numeracy learning. Important result for early education practice: kindergarten year is potential supporter for children's learning. Abstract: The aim of the study was to investigate the influence of cognitive skills (executive function), language factors (listening comprehension, English as a second language, ESL) and kindergarten attendance on early numeracy in a cross-sectional sample of South African children (N = 442) in the beginning of Grade 1. The mean age of children was 81.62 months (SD = 5.40). Structural equation path models showed that kindergarten attendance predicted children's early numeracy performance even when controlling for executive function and language skills. Listening comprehension skills predicted the early numeracy skills more strongly than did executive function skills. ESL was associated with weaker early numeracy performance.