Document Type
Contribution to Book
Journal/Book Title/Conference
Early Childhood Education
Publisher
IntechOpen
Publication Date
11-5-2018
First Page
1
Last Page
18
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Abstract
The purpose of the current research was: (1) To assess differences in early numeracy, phonological awareness, receptive language, executive functioning, and working memory for children in two childcare settings (family and center); (2) To determine whether applied measures of phonological awareness and executive functioning could serve as predictors of numeracy performance. Children (N = 89) ranging in age from 39 to 75 months were recruited from state-licensed childcare centers and family childcare homes. Teacher ratings of executive functioning were significantly related to early number skills, phonological awareness, and receptive language, but none of the parent ratings were significantly related to the child scores. The overall model did not differ between center and family childcare children. Phonological awareness was a significant predictor of number skills for both younger and older children. Receptive language skills were the best predictor of early numeracy performance for younger children and the best predictor for older children was phonological working memory measured by a non-words repetition task. These results suggest a connection between children’s numeracy skills and a developmental change from receptive language skills to phonological working memory skills.
Recommended Citation
Belinda Blevins-Knabe, Jacob Esplin, Ann M. Berghout Austin and Shawnee M. Hendershot (November 5th 2018). Predictors of Early Numeracy: Applied Measures in Two Childcare Contexts [Working Title], IntechOpen, DOI: 10.5772/intechopen.81065. Available from: https://www.intechopen.com/online-first/predictors-of-early-numeracy-applied-measures-in-two-childcare-contexts/
