Preschool counting: what development in understanding of counting looks like for a child during the nursery year

Gray, Leanne (2019). Preschool counting: what development in understanding of counting looks like for a child during the nursery year. University of Birmingham. Ed.D.

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Abstract

This study aims to expand the current literature by exploring how counting develops for the children in this study over the preschool nursery year. An embedded case study approach (Yin, 2009) was used to address the aim. Three data-collection methods were used; task-based interviews with children, interviews with parents and documentary evidence.

The individual trajectories of the seven children in the study were tracked over a year-long period using Gelman and Gallistel’s (1978) principles of counting. This research contributes to current knowledge as analysis of the individual trajectories led to the identification of four phases of development in counting. In each phase, children develop specific counting skills and children appear to demonstrate these skills at a similar point in their developmental trajectory. The findings of this study are generated from a very specific group and there is no suggestion that the findings of this study are generalisable to a larger population of learners. However, they contribute to the body of research by providing a conceptual framework which builds on our understanding of how children’s counting develops during the preschool nursery year.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):