The effects of developmentally appropriate preschool experience on at-risk children's logical-mathematical skills

Author(s): Moon, Chunghee
Date Issued: 1998
Description: A study of the effects of developmentally appropriate high-quality preschool providing hands-on activities and a play-based curriculum on the logical-mathematical skills of at-risk children, with a control group of 160 children and a treatment group of 106 children between the ages of four and five
show entire record ↓
Source: Unpublished doctoral dissertation, Southern Illinois University, Carbondale
Topics: Children & Child Development > Child Characteristics > Socioeconomic Status

Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

Programs, Interventions & Curricula > Programs > Early Intervention/Protective/Therapeutic/At-Risk Programs
Country: United States
States: ILLINOIS
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Building number sense with Number Worlds: A mathematics program for young children Other
The effects of parent program involvement and mathematics enrichment on preschooler's mathematics readiness skills Reports & Papers
A professional development program to improve math skills among preschool children in Head Start Reports & Papers
The making of little mathematicians: Fostering early math understanding in Paraguay Fact Sheets & Briefs
Accelerating math development in Head Start classrooms Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate