Development of SFON in Ecuadorian kindergartners
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Date
2017
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Abstract
This study explored the development of Ecuadorian Kindergartners’ spontaneous
focusing on numerosity (SFON) during the kindergarten year, as well as the
contribution of early numerical abilities to this development. One hundred
Kindergartners coming from ten classrooms received two SFON tasks, one at the
beginning and one at the end of the school year, and an early numerical abilities
achievement test at the beginning of the school year. Results first demonstrated
limited SFON development during the kindergarten year, with inter-individual differences
and intra-individual stability of children’s SFON tendency. Second, both children’s
SFON tendency and their early numerical abilities at the start of the
kindergarten year were predictively related to their SFON tendency at the end of
the year. Our results do not only add to our theoretical understanding of SFON in
young children, but also inform educational policy and practices in the domain of
early mathematics education in Ecuador, as they provide building blocks for optimizing
the educational goals and curricula for kindergarten mathematics.
Resumen
Keywords
SFON, Early numerical abilities, Kindergarten