Research Article
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Year 2020, Volume: 7 Issue: 2, 33 - 46, 01.08.2020
https://doi.org/10.17275/per.20.18.7.2

Abstract

References

  • Aunio, P. Hautamäki, J., Heiskari, P., & Van Luit, J. E. H. (2006). The Early Numeracy Test in Finnish: Children’s norms. Scandinavian Journal of Psychology, 47, 5, 369-378. Ayvaci, H. Ş. (2010). Okul öncesi dönem çocuklarının bilimsel süreç becerilerini kullanma yeterliliklerini geliştirmeye yönelik pilot bir çalışma [A Pilot Survey to Improve the Use of Scientific Process Skills of Kindergarten Children]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 1-24. Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Multilingual matters. Blevins‐Knabe, B., & Musun‐Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting: An International Journal of Research and Practice, 5(1), 35-45. Buldu, M. (2012). Okul öncesi dönemde matematiksel kavram gelişimi [Matematics in Preschool]. Berrin Akman (Editör) Okulöncesi matematik eğitimi, (ss. 28-45). Ankara: Pegem Yayınevi. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: a follow‐up study of children from low‐income families. Child development, 65(2), 684-698. Chiocca, E. M. (1998). Language development in bilingual children. Pediatric nursing, 24(1), 43. Clark, B. (2000). First and second language acquisition in early childhood. Proceedings of the Lilian Katz Symposium, Nov. 5-7. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information, 181-188. Clements, D. H., & Sarama, J. (2009). Learning trajectories in early mathematics–sequences of acquisition and teaching. Encyclopedia of language and literacy development, 1-7. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Cummins, J. (1991). Interdependence of first-and second-language proficiency in bilingual children. Language processing in bilingual children, 70-89. Cummins, J. (2009). Multilingualism in the English‐language classroom: Pedagogical considerations. TESOL quarterly, 43(2), 317-321. Cummins, J. (2003). Bilingual Education: Basic principles. In J. Dewaele, A. Housen and W. Li (Eds.), Bilingualism: Beyond basic principles. Clevedon: Multilingual Matters. Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low‐income children’s math and reading achievement in middle childhood?. Child development, 80(5), 1329-1349. DeLoach, D. (2012). Effects of a prekindergarten mathematics ıntervention on mathematical abilities of preschoolers with low socio-economic status. (Unpublished Doctoral Dissertation). Walden University, USA. Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. Epstein, J. L., Galindo, C. L., & Sheldon, S. B. (2011). Levels of leadership: Effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462-495. Erdoğan, S. (2006). Altı yaş grubu çocuklarına drama yöntemi ile verilen matematik eğitimin matematik yeteneğine etkisinin incelenmesi (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi Fen Bilimleri Enstitüsü, Ankara. ERG (2010). Eğitim izleme raporu 2010. İstanbul: İmak Ofset. Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 90-103. Ginsburg, H., & Baroody, A. J. (1983). The test of early mathematics ability. Pro-ed. Ginsburg, H. P., Baroody, A. J. (2003). Test Of Early Mathematics Ability Examiner's Manual-Third Edition. Texas: Pro-Ed An International Publishing. Ginsburg, H. P., Greenes, C. E., & Balfanz, R. (2003). Big math for little kids: Pre-kindergarten. Pearson Learning Group. Greenes, C., Ginsburg, H. P., & Balfanz, R. (2004). Big math for little kids. Early Childhood Research Quarterly, 19(1), 159-166. Halliday, M. A. (1993). Towards a language-based theory of learning. Linguistics and education, 5(2), 93-116. Kagitcibasi, C., Sunar, D., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Journal of Applied Developmental Psychology, 22(4), 333-361. Koşan, Y. (2015). Okul öncesi eğitimin iki dilli çocukların okula hazır bulunuşluklarına etkisinin incelenmesi [An examination of the impact of early childhood education on bilingual children's school readiness]. Yüksek Lisans Tezi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher" math talk.". Developmental psychology, 42(1), 59. Lee, J. L., & Bowen, N. K. (2006). Parental involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. Matthews, H., & Ewen, D. (2006). Reaching all children? Understanding early care and education participation among immigrant families. Center for Law and Social Policy, Inc.(CLASP). McLaughlin, B. (2013). Second language acquisition in childhood: Volume 2: School-age Children. Psychology Press. Morgenlander, M., & Manlapig, L. (2006). Big math for little kids workshops: Background and content. In annual meeting of the American Educational Research Association, San Francisco. Retrieved april (Vol. 22, p. 2014). Myers-Scotton, C. (2002). Contact linguistics: Bilingual encounters and grammatical outcomes. Oxford University Press on Demand. Opel, A., Zaman, S. S., Khanom, F., & Aboud, F. E. (2012). Evaluation of a mathematics program for preprimary children in rural Bangladesh. International Journal of Educational Development, 32, Pallant, J. (2015). SPSS Survival Manual. Berkshire: Open University Press. Presser, A. L., Clements, M., Ginsburg, H., & Ertle, B. (2012). Effects of a preschool and kindergarten mathematics curriculum: Big Math for Little Kids. Center for Children and Technology. Retrieved from: http://cct. edc. org/publications/effects-preschool-andkindergarten-mathematics-curriculum-big-math-little-kids-final. 104-110. Presser, A. L., Clements, M., Ginsburg, H., & Ertle, B. (2012). Effects of a preschool and kindergarten mathematics curriculum: Big Math for Little Kids. Center for Children and Technology. Retrieved from: http://cct. edc. org/publications/effects-preschool-andkindergarten-mathematics-curriculum-big-math-little-kids-final. Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home?. Early Childhood Education Journal, 37(3), 189-197. Tseng, C. H. (2002). An overview on peripheral vascular disease in blackfoot disease-hyperendemic villages in Taiwan. Angiology, 53(5), 529-537. TUİK (2015). Türkiye İstatistik Kurumu verileri [Turkey Statistical Institute data]. Erişim adresi: http://www.tuik.gov.tr. Unutkan, P. Ö. (2006). Okul öncesinde ilköğretime hazırlık [Preparation for primary education before school]. İstanbul: Morpa Yayınları. Uyanık, Ö. ve Kandır, A. (2010). Okul öncesinde erken akademik beceriler [Early Academic Skills in Preschool Period]. Kuramsal Eğitimbilim, 3(2), 118-134. Watson, C. (1996). Helping families from other cultures decide on how to talk to their child with language delays. Wig-Wag: The Newsletter for Hanen Certified Speech-Language Pathologists and Therapists [On. Available: http://www/hanen.org/Onetwo.html. Whitin, P. (1996). Sketching Stories, Stretching Minds: Responding Visually to Literature. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912. Williams, D., & Coles, L. (2007). Teachers’ approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49, 185 206. Yazgan, Y. (2015, 26 Ağustos). İki dillilik [Bilingualism]. http://www.yankiyazgan.com/iki-dillilik/ adresinden elde edildi. Yoder, P. J., & Warren, S. F. (1998). Maternal responsivity predicts the prelinguistic communication intervention that facilitates generalized intentional communication. Journal of Speech, Language, and Hearing Research, 41(5), 1207-1219. Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19(1), 82-98.

Effectiveness of The Big Math for Little Kids Program on the Early Mathematics Skills of Preschool Children with a Bilingual Group

Year 2020, Volume: 7 Issue: 2, 33 - 46, 01.08.2020
https://doi.org/10.17275/per.20.18.7.2

Abstract

The objective of this study is to explore the effect of the Big Math for Little Kids Program (BMKL) on the mathematical development of bilingual preschool children. For this purpose, an experimental design with pre-test/post-test with control group was employed. A total of 60 children from Diyarbakir were included in the research sample. Of these, 30 were assigned to the experimental group and 30 to the control group. In the study pretest-posttest with control group experimental model was used. The data of the study were collected through the Tests of Early Language Development Test (TELD-3) to determine children with adequate language skills of their own age group, and Test of Early Mathematical Ability (TEMA-3) to assess early mathematical development of children. BMLK program were applied to the experimental group for 12 weeks by the researcher. The main themes of the four units are numbers, shapes, patterns and measurement skills. After the experiment, TEMA-3 test and TELD test were applied to the experimental and control groups as post-test. The obtained data were analyzed by using Mann-Whitney U and Wilcoxon tests. As a result of the study, it was identified that the Big Math for Little Kids Program has a statistically significant effect on early mathematical skills of children in favor of the experimental group when compared to the control group.

References

  • Aunio, P. Hautamäki, J., Heiskari, P., & Van Luit, J. E. H. (2006). The Early Numeracy Test in Finnish: Children’s norms. Scandinavian Journal of Psychology, 47, 5, 369-378. Ayvaci, H. Ş. (2010). Okul öncesi dönem çocuklarının bilimsel süreç becerilerini kullanma yeterliliklerini geliştirmeye yönelik pilot bir çalışma [A Pilot Survey to Improve the Use of Scientific Process Skills of Kindergarten Children]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 1-24. Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Multilingual matters. Blevins‐Knabe, B., & Musun‐Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting: An International Journal of Research and Practice, 5(1), 35-45. Buldu, M. (2012). Okul öncesi dönemde matematiksel kavram gelişimi [Matematics in Preschool]. Berrin Akman (Editör) Okulöncesi matematik eğitimi, (ss. 28-45). Ankara: Pegem Yayınevi. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: a follow‐up study of children from low‐income families. Child development, 65(2), 684-698. Chiocca, E. M. (1998). Language development in bilingual children. Pediatric nursing, 24(1), 43. Clark, B. (2000). First and second language acquisition in early childhood. Proceedings of the Lilian Katz Symposium, Nov. 5-7. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information, 181-188. Clements, D. H., & Sarama, J. (2009). Learning trajectories in early mathematics–sequences of acquisition and teaching. Encyclopedia of language and literacy development, 1-7. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Cummins, J. (1991). Interdependence of first-and second-language proficiency in bilingual children. Language processing in bilingual children, 70-89. Cummins, J. (2009). Multilingualism in the English‐language classroom: Pedagogical considerations. TESOL quarterly, 43(2), 317-321. Cummins, J. (2003). Bilingual Education: Basic principles. In J. Dewaele, A. Housen and W. Li (Eds.), Bilingualism: Beyond basic principles. Clevedon: Multilingual Matters. Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low‐income children’s math and reading achievement in middle childhood?. Child development, 80(5), 1329-1349. DeLoach, D. (2012). Effects of a prekindergarten mathematics ıntervention on mathematical abilities of preschoolers with low socio-economic status. (Unpublished Doctoral Dissertation). Walden University, USA. Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. Epstein, J. L., Galindo, C. L., & Sheldon, S. B. (2011). Levels of leadership: Effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462-495. Erdoğan, S. (2006). Altı yaş grubu çocuklarına drama yöntemi ile verilen matematik eğitimin matematik yeteneğine etkisinin incelenmesi (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi Fen Bilimleri Enstitüsü, Ankara. ERG (2010). Eğitim izleme raporu 2010. İstanbul: İmak Ofset. Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 90-103. Ginsburg, H., & Baroody, A. J. (1983). The test of early mathematics ability. Pro-ed. Ginsburg, H. P., Baroody, A. J. (2003). Test Of Early Mathematics Ability Examiner's Manual-Third Edition. Texas: Pro-Ed An International Publishing. Ginsburg, H. P., Greenes, C. E., & Balfanz, R. (2003). Big math for little kids: Pre-kindergarten. Pearson Learning Group. Greenes, C., Ginsburg, H. P., & Balfanz, R. (2004). Big math for little kids. Early Childhood Research Quarterly, 19(1), 159-166. Halliday, M. A. (1993). Towards a language-based theory of learning. Linguistics and education, 5(2), 93-116. Kagitcibasi, C., Sunar, D., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Journal of Applied Developmental Psychology, 22(4), 333-361. Koşan, Y. (2015). Okul öncesi eğitimin iki dilli çocukların okula hazır bulunuşluklarına etkisinin incelenmesi [An examination of the impact of early childhood education on bilingual children's school readiness]. Yüksek Lisans Tezi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher" math talk.". Developmental psychology, 42(1), 59. Lee, J. L., & Bowen, N. K. (2006). Parental involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. Matthews, H., & Ewen, D. (2006). Reaching all children? Understanding early care and education participation among immigrant families. Center for Law and Social Policy, Inc.(CLASP). McLaughlin, B. (2013). Second language acquisition in childhood: Volume 2: School-age Children. Psychology Press. Morgenlander, M., & Manlapig, L. (2006). Big math for little kids workshops: Background and content. In annual meeting of the American Educational Research Association, San Francisco. Retrieved april (Vol. 22, p. 2014). Myers-Scotton, C. (2002). Contact linguistics: Bilingual encounters and grammatical outcomes. Oxford University Press on Demand. Opel, A., Zaman, S. S., Khanom, F., & Aboud, F. E. (2012). Evaluation of a mathematics program for preprimary children in rural Bangladesh. International Journal of Educational Development, 32, Pallant, J. (2015). SPSS Survival Manual. Berkshire: Open University Press. Presser, A. L., Clements, M., Ginsburg, H., & Ertle, B. (2012). Effects of a preschool and kindergarten mathematics curriculum: Big Math for Little Kids. Center for Children and Technology. Retrieved from: http://cct. edc. org/publications/effects-preschool-andkindergarten-mathematics-curriculum-big-math-little-kids-final. 104-110. Presser, A. L., Clements, M., Ginsburg, H., & Ertle, B. (2012). Effects of a preschool and kindergarten mathematics curriculum: Big Math for Little Kids. Center for Children and Technology. Retrieved from: http://cct. edc. org/publications/effects-preschool-andkindergarten-mathematics-curriculum-big-math-little-kids-final. Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home?. Early Childhood Education Journal, 37(3), 189-197. Tseng, C. H. (2002). An overview on peripheral vascular disease in blackfoot disease-hyperendemic villages in Taiwan. Angiology, 53(5), 529-537. TUİK (2015). Türkiye İstatistik Kurumu verileri [Turkey Statistical Institute data]. Erişim adresi: http://www.tuik.gov.tr. Unutkan, P. Ö. (2006). Okul öncesinde ilköğretime hazırlık [Preparation for primary education before school]. İstanbul: Morpa Yayınları. Uyanık, Ö. ve Kandır, A. (2010). Okul öncesinde erken akademik beceriler [Early Academic Skills in Preschool Period]. Kuramsal Eğitimbilim, 3(2), 118-134. Watson, C. (1996). Helping families from other cultures decide on how to talk to their child with language delays. Wig-Wag: The Newsletter for Hanen Certified Speech-Language Pathologists and Therapists [On. Available: http://www/hanen.org/Onetwo.html. Whitin, P. (1996). Sketching Stories, Stretching Minds: Responding Visually to Literature. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912. Williams, D., & Coles, L. (2007). Teachers’ approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49, 185 206. Yazgan, Y. (2015, 26 Ağustos). İki dillilik [Bilingualism]. http://www.yankiyazgan.com/iki-dillilik/ adresinden elde edildi. Yoder, P. J., & Warren, S. F. (1998). Maternal responsivity predicts the prelinguistic communication intervention that facilitates generalized intentional communication. Journal of Speech, Language, and Hearing Research, 41(5), 1207-1219. Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19(1), 82-98.
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Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Özlem Altındağ Kumaş 0000-0002-6104-2381

Publication Date August 1, 2020
Acceptance Date March 10, 2020
Published in Issue Year 2020 Volume: 7 Issue: 2

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APA Altındağ Kumaş, Ö. (2020). Effectiveness of The Big Math for Little Kids Program on the Early Mathematics Skills of Preschool Children with a Bilingual Group. Participatory Educational Research, 7(2), 33-46. https://doi.org/10.17275/per.20.18.7.2