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Early Childhood Number Skills

The document outlines a specific developmental progression for number knowledge in children, detailing stages such as subitizing, meaningful object counting, and number-after knowledge. Each stage describes a child's ability to recognize and compare quantities, culminating in the understanding that each number in a sequence is one more than the previous number. The progression emphasizes the importance of recognizing quantities without counting and the ability to compare numbers mentally.

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13 views1 page

Early Childhood Number Skills

The document outlines a specific developmental progression for number knowledge in children, detailing stages such as subitizing, meaningful object counting, and number-after knowledge. Each stage describes a child's ability to recognize and compare quantities, culminating in the understanding that each number in a sequence is one more than the previous number. The progression emphasizes the importance of recognizing quantities without counting and the ability to compare numbers mentally.

Uploaded by

joyurichu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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EXAMPLE OF A SPECIFIC DEVELPMENTAL PROGRESSION FOR NUMBER KNOWLEDGE:

Subitizing Subitizing refers to a child's ability to immediately recognize the


(small-number total number of items in a collection and label it with an
recognition) appropriate number word. When children are presented with many
different examples of a quantity (e.g., two eyes, two hands, two
socks, two shoes, two cars) labeled with the same number word,
as well as non-examples labeled with other number words (e.g.,
three cars), children construct precise concepts of one, two, and
three.
A child is ready for the next step when, for example, he or
she is able to see one, two, or three stickers and immediately-
without counting-state the correct number of stickers.

Meaningful Meaningful object counting is counting in a one-to-one fashion


object counting and recognizing that the last word used while counting is the
same as the total (this is called the cardinality principle).
A child is ready for the next step when, for example,
if given five blocks and asked, "How many?" he or she counts
by pointing and assigning one number to each block: "One,
two, three, four, five," and recognizes that the total is "five."
Counting-based Once children can use small-number recognition to compare
comparisons small collections, they can use meaningful object counting
of collections to determine the larger of two collections (e.g., "seven" items is
larger than three more than "six" items because you have to count further).
A child is ready for the next step when he or she is
shown two different collections (e.g., nine bears and six
bears) and can count to determine which is the larger one
(e.g., "nine" bears is more).
Number-after Familiarity with the counting sequence enables a child to
knowledge have number-after knowledge- i.e., to enter the sequence
at any point and specify the next number instead of always
counting from one.
A child is ready for the next step when he or she can
answer questions such as, "What comes after five?" by stating
"five, six" or simply "six" instead of, say, counting "one,
two,… six."
Mental compari- Once children recognize that counting can be used to com- pare
sons of close collections and have number-after knowledge, they can
or neighboring efficiently and mentally determine the larger of two adjacent or
numbers close numbers (e.g., that "nine" is larger than "eight").
A child has this knowledge when he or she can answer
questions such as, "Which is more, seven or eight?" and can
make comparisons of other close numbers.
Number-after Once children can mentally compare numbers and see that
equals one more "two" is one more than "one" and that "three" is one more than
"two," they can conclude that any number in the count- ing
sequence is exactly one more than the previous number.
A child is ready for the next step when he or she recog-
nizes, for example, that "eight" is one more than "seven."

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