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Scheuer, Nora; Santamaria, Flavia Irene; Echenique, Mónica Haydée – Early Child Development and Care, 2017
The aim of this study is to achieve a deeper understanding of the repertoire of cognitive resources children can display in the process of learning numbers. Forty-two children attending Age 4 Kindergarten Class or Year-One in Argentina were individually interviewed, based on a semi-structured script requiring them to represent definite and…
Descriptors: Cognitive Processes, Numeracy, Mathematics Skills, Kindergarten
Sénéchal, Monique – Early Child Development and Care, 2017
The goal was to assess the role of invented spelling to subsequent reading and spelling as proposed by the Nested Skills Model of Early Literacy Acquisition. 107 English-speaking children were tested at the beginning of kindergarten and grade 1, and at the end of grade 1. The findings provided support for the proposed model. First, the role played…
Descriptors: Spelling, Invented Spelling, Kindergarten, Grade 1
Youn, Minjong – Early Child Development and Care, 2016
This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…
Descriptors: Teacher Influence, Teacher Attitudes, Outcomes of Education, Teacher Student Relationship
Kikas, Eve; Mägi, Katrin – Early Child Development and Care, 2015
This study examined transactional development of mothers' beliefs (self-efficacy, success attributions of a child's success to maternal effort) and children's academic skills. Six hundred sixty-eight children and their mothers were evaluated twice: at the beginning of the first grade and at the end of the third grade. Mothers' beliefs were…
Descriptors: Mothers, Self Efficacy, Success, Child Rearing
Papadimitriou, Artemis M.; Vlachos, Filippos M. – Early Child Development and Care, 2014
The aim of this study was to examine if specific skills that are developed during preschool years could predict the reading performance in the first and second grade of primary school. Two hundred and eighty-seven children participated in this longitudinal study. At the kindergarten level, phonological awareness (PA), rapid automatised naming,…
Descriptors: Preschool Children, Preschool Education, Skill Development, Reading Achievement
A Comparative Study on the Effectiveness of Two Song-Teaching Methods: Holistic vs. Phrase-by-Phrase
Persellin, Diane; Bateman, Laura – Early Child Development and Care, 2009
The purpose of our study was to compare the effectiveness of two song-teaching methods: holistic and phrase-by-phrase. Thirty-two first-grade children (n = 32) from two music classes in an urban elementary school were taught two folksongs. The first class (n = 16) was taught one song through the phrase-by-phrase method and another song through the…
Descriptors: Singing, Whole Language Approach, Instructional Effectiveness, Statistical Analysis