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Direct linkPurpura, David J.; Baroody, Arthur J.; Lonigan, Christopher J. – Journal of Educational Psychology, 2013
The purpose of the present study was to determine if numeral knowledge--the ability to identify Arabic numerals and connect Arabic numerals to their respective quantities--mediates the relation between informal and formal mathematical knowledge. A total of 206 3- to 5-year-old preschool children were assessed on 6 informal mathematics tasks and 2…
Descriptors: Preschool Children, Mathematics Education, Numeracy, Basic Skills
Parks, Amy Noelle; Schmeichel, Mardi – American Educational Research Journal, 2014
Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children's bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to…
Descriptors: Early Childhood Education, African American Students, Preschool Children, Rural Schools
Komara, Cecile; Herron, Julie – Childhood Education, 2012
Authentic assessment "refers to the systematic collection of information about the naturally occurring behaviors of young children and families in their daily routines" (Neisworth & Bagnato, 2004, p. 204). In formative assessments, the assessment information informs instruction. Formative assessments are given periodically and should be used to…
Descriptors: Performance Based Assessment, Developmentally Appropriate Practices, Informal Assessment, Mathematics Skills
