취학 전 유아의 수 및 연산의 기초개념에 관한 연구 = A Study on the Basic Concepts of Number and Operation of Young Children

다국어 초록 (Multilingual Abstract)

90 Kindergarteners(3 years old: 30, 4 years old: 30, 5 years old: 30) from 3 public and 3 private kindergartens were selected for this study. 3-year-old kindergarteners were administered seriation, one-to-one correspondence, numerical equivalence, counting tasks. 4-year-old kindergarteners were administered numerical equivalence, counting, informal addition, informal subtraction, part-whole relations, repeated addition, equal partitioning tasks. 5-year-old kindergarteners were administered informal addition, informal subtraction, part-whole relations, repeated addition, and equal partitioning tasks. Most of 3-year-old kindergarteners succeeded on the seriation and one-to-one correspondence tasks with the number smaller than 5. They performed unskillfully on the seriation and one-to-one correspondence tasks with the number bigger than 5. They performed poorly on the numerical equivalence and counting tasks with the number smaller than 5. Most of them failed on the numerical equivalence and counting tasks with the number bigger than 5. 60-80% of 4-year-old kindergarteners were succeeded on the tasks of numerical equivalence and counting. 80-90% of them succeeded on the informal addition and subtraction tasks with the number smaller than 5 and 60-70% of them succeeded on the informal addition and subtraction tasks with the number bigger than 5. More than half of them succeeded on the tasks of part-whole relations, repeated addition, equal partitioning. All of 5-year-old kindergarteners succeeded on the informal addition and subtraction tasks with the number smaller than 5 and 90% of them succeeded on them with the number bigger than 5. 70-90% of them succeeded on the tasks of part-whole relations, repeated addition and equal partitioning. In summary, 3, 4, 5 year old kindergarteners can perform the tasks of number and operation when the task is presented informally.