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Playing linear numerical board games promotes low‐income children's numerical development

Playing linear numerical board games promotes low‐income children's numerical development The numerical knowledge of children from low‐income backgrounds trails behind that of peers from middle‐income backgrounds even before the children enter school. This gap may reflect differing prior experience with informal numerical activities, such as numerical board games. Experiment 1 indicated that the numerical magnitude knowledge of preschoolers from low‐income families lagged behind that of peers from more affluent backgrounds. Experiment 2 indicated that playing a simple numerical board game for four 15‐minute sessions eliminated the differences in numerical estimation proficiency. Playing games that substituted colors for numbers did not have this effect. Thus, playing numerical board games offers an inexpensive means for reducing the gap in numerical knowledge that separates less and more affluent children when they begin school. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Science Wiley

Playing linear numerical board games promotes low‐income children's numerical development

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References (35)

Publisher
Wiley
Copyright
© 2008 The Authors. Journal compilation © 2008 Blackwell Publishing Ltd
ISSN
1363-755X
eISSN
1467-7687
DOI
10.1111/j.1467-7687.2008.00714.x
pmid
18801120
Publisher site
See Article on Publisher Site

Abstract

The numerical knowledge of children from low‐income backgrounds trails behind that of peers from middle‐income backgrounds even before the children enter school. This gap may reflect differing prior experience with informal numerical activities, such as numerical board games. Experiment 1 indicated that the numerical magnitude knowledge of preschoolers from low‐income families lagged behind that of peers from more affluent backgrounds. Experiment 2 indicated that playing a simple numerical board game for four 15‐minute sessions eliminated the differences in numerical estimation proficiency. Playing games that substituted colors for numbers did not have this effect. Thus, playing numerical board games offers an inexpensive means for reducing the gap in numerical knowledge that separates less and more affluent children when they begin school.

Journal

Developmental ScienceWiley

Published: Sep 1, 2008

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