Enhancing young children's arithmetic skills through non-intensive,computerised kindergarten interventions: A randomised controlled study |
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| Institution: | Department of Experimental Clinical and Health Psychology, Developmental Disorders, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium |
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| Abstract: | Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic performances, and playing serious comparison games, only enhanced the number knowledge proficiency in grade 1. The value of these short periods of intensive gaming in kindergarten are discussed as a look-ahead approach to enhance arithmetic proficiency. |
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| Keywords: | Early intervention Kindergarten Counting Number comparison Arithmetics Computerised intervention Educational games Number line estimation |
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