Development and Assessment of Early Counting-Based Cardinal Concepts
The purpose of the present research was to evaluate two different theoretical perspectives of cardinality and counting development. According to one perspective, the cardinality concept underlying meaningful 1-to-1-counting (“How many…?”) provides the basis for the later development of a more advanc...
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| Auteurs principaux: | , , , |
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| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
2026
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| Sujets: | |
| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | The purpose of the present research was to evaluate two different theoretical perspectives of cardinality and counting development. According to one perspective, the cardinality concept underlying meaningful 1-to-1-counting (“How many…?”) provides the basis for the later development of a more advanced cardinality concept that underlies meaningful counting-out (“Give n…”). According to another, a single cardinality concept underlies the development of both meaningful 1-to-1 counting and counting out a specified number of items. Thirty preschoolers 38- to 51-months-olds were pretested. Seven children who were developmentally ready for cardinality training were individually trained and re-tested. Overall, the evidence of the pre- and post-testing was more consistent with stepwise cardinality and counting development. For example, some children constructed the basic cardinality concept and achieved meaningful counting without understanding the more advanced cardinality concept and achieving meaningful counting out. |
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