3 세와 4 세 유아의 비형식적 수지식에 대한 연구 = A Study of Informal Number Knowledge in Three and Four - Year Olds

다국어 초록 (Multilingual Abstract)

This study investigates informally acquired knowledge about number displayed in 3- to 4-year old children prior to formal instruction . The subjects of this study were 45 three-year-olds and 59 four-year-olds from two kindergartens in Ilsan, Kyoung Ki Do. The Assessment of children`s number knowledge was designed to reflect a range of numerical competences such as counting, reading and writing numerals, simple addition and subtraction, social sharing and simple multiplication by continuous addition. In this study, 3- to 4-year old children displayed a range of numerical competence at pre- formal instruction. The results for rote counting, show that 73 % of 3-year-olds were able to count from 1 to 10 and 71 % of the 4-year-olds continued counting from 11 to 20. For rational counting, 93 % of the 3-year-olds were able to count from 1 to 10 while 54 % of 4-year-olds could continue from 11 to 20. Reading numbers showed variable performances, with 62 % of 3-year-olds recognizing 1 to 10, a further 31 % recognizing 11 to 20 and 86% of the 4-year-olds were able to recognize 11 to 20. Writing numbers again showed variable performances, from those knowing no numbers at all to those knowing up to 20. In addition, 71 % of the 3-year-olds and 92 % of the 4-year-olds gave a correct answers. For a similar task in subtraction, 84 % of thr 3-year-olds and 92 % of the 4-year-olds gave a correct answer. In simple division, 53 % of thr 3-year-olds were able to distribute up to three objects among three people, while 36 % of the 4-year-olds could distribute up to six objects. In multiplication, 58 % of the 3-year-olds were able to carry out 7 repetitions of two while 98 % of the 4-year-olds carried out 10 repetitions of two. Age differences were found in all numerical tasks except subtraction and social sharing. Gender difference was found only the writing of numbers.