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本論文透過兩項研究，探討家長與幼兒在家進行數字棋盤遊戲時，應如何與幼兒互動，以培養幼兒的數字感及學習數學的興趣。 / 研究1旨在檢視香港幼兒數字感的發展趨勢，以及不同級別幼兒參與數字棋盤遊戲的能力。此外，研究1會考察家長與幼兒進行數字棋盤遊戲時的表現，並探究其與幼兒數字感及學習數學的興趣的關連。因此，研究1收集51名香港三至六歲幼兒在八項數字感測試的得分，以及其學習數學的興趣水平，並邀請這些幼兒與其家長進行一個數字棋盤遊戲。研究結果發現，在不少數字感測試項目中，各級別幼兒之間都存有顯著的差異。一般而言，低班幼兒已具備參與數字棋盤遊戲的能力。當家長與幼兒進行數字棋盤遊戲，並輪至他們移動棋子時，他們很少邀請幼兒參與其中。雖然「辨讀棋子移動後所停留方格中的數字」、「辨讀棋子移動時所經方格中的數字」及「辨識棋子移動後所停留方格中的數字與其他數字的關連」三項行為在家長與幼兒互動時甚少出現，但有關行為的出現程度與幼兒部份數字感元素有著正向的關連。 / 研究2旨在了解當家長接受親子活動策略訓練後，家長定期與幼兒進行數字棋盤遊戲，能否培養幼兒的數字感及學習數學的興趣。因此，研究2以實驗形式，邀請四組共91位家長與其低班幼兒在家進行不同的親子活動 (經訓練的遊戲組、遊戲組、紙筆練習組，以及控制組)，然後比較各組幼兒在前後測的表現。研究結果發現，對數學能力非特別優異的幼兒而言，數字棋盤遊戲與紙筆練習兩者均能提升幼兒數字序列背誦及兩位數字認讀的能力。當家長接受訓練後，家長定期與幼兒進行數字棋盤遊戲，更能提升幼兒加法運算的能力。不論家長接受訓練與否，定期與幼兒進行數字棋盤遊戲能培養幼兒學習數學的興趣。 / 歸納以上研究結果，本論文顯示家長可透過與幼兒在家進行有關數字的活動，培養幼兒的數字感及學習數學的興趣。然而，不少家長與幼兒進行有關活動時，往往未有充分把握教學機會。因此，家長有需要接受有關方面的訓練。 / Through two related studies, this dissertation investigated how parents should interact with their preschool children during home numeracy activities, such as number board game playing, so as to promote children’s number sense and interest in mathematics. / In Study 1, I examined Hong Kong preschool children’s number sense development and their competence in playing number board game. Furthermore, I investigated whether parents had utilized number board game playing experiences to foster their preschool children’s number sense and interest in mathematics. The relations of the prevalence of various numeracy-related events during number board game playing to children’s number sense and interest in mathematics were also explored. Fifty-one Hong Kong three- to six-year-old preschool children were first tested on eight number sense tasks (including object counting, rote counting, missing number, numeral identification, numeral writing, numerical magnitude comparison, addition, and subtraction). Their interest in mathematics was also measured. Then, parents of these children were asked to play a number board game with their children in dyads. The parent-child interactions during the game were coded and analyzed. Results showed that third year kindergarteners (K3) performed better than second year kindergarteners (K2) on all number sense tasks except object counting and rote counting. K2 children performed better than first year kindergarteners (K1) on all number sense tasks except addition and subtraction. Usually, by K2, children could start to play number board games. When parents played number board game with their preschool children, they seldom elicited children’s participation during their turns to move the token. The events “announcing the final number“, “announcing the numbers passed through“, and “stating the numerical relations of the final number to other numbers only rarely occurred, though the prevalence of these events was positively associated with some components of children’s number sense (e.g., numeral identification, numeral writing, addition, and subtraction). / In Study 2, I investigated the extent to which offering a training program to parents on strategies of interacting with preschool children during number board game playing, together with regular playing of number board games with children, could promote children’s number sense and interest in mathematics. Ninety-one K2 children and their parents were recruited as participants; and an experimental design that involved the pre-test-post-test comparisons of four conditions (i.e., the game with a training condition, the game condition, the exercise condition, and the control condition) was used. Results showed that among children who were not very skilled in mathematics, number board game playing shared some similar educational benefits with completing mathematics exercises from books, such as promoting children’s rote counting and two-digit numeral writing skills. When parents received training, number board game playing could even promote children’s addition skills. No matter whether parents received training, number board game playing could promote children’s interest in mathematics. / Findings of these two studies suggest that home numeracy activities, such as number board game playing, can promote preschool children’s number sense and interest in mathematics. Nevertheless, parents may not be aware of the opportunities to incorporate numeracy into these activities. Therefore, training of parents is needed. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Cheung, Sum Kwing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 195-211). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Acknowledgements --- p.iii / List of Tables --- p.vi / Abstract --- p.x / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Study 1 --- p.47 / Method --- p.51 / Results --- p.62 / Discussion --- p.105 / Chapter Chapter Three --- Study 2 --- p.120 / Method --- p.127 / Results --- p.141 / Discussion --- p.173 / Chapter Chapter Four --- General Discussion --- p.184 / References --- p.195 / Appendix --- p.212

Syftet med aktionsforskningsstudien är att lyfta fram förskoleklasslärares egna åsikter om förskoleklassverksamheten. Det är ett relativt outforskat område, förskoleklassreformen genomfördes 1996. Denna studie ska bidra med mer kunskaper med hjälp av förskoleklasslärares egna berättelser om förskoleklassverksamheten utifrån pedagogernas perspektiv. De fyra deltagande förskoleklasslärarna var ett strategiskt val, de fyra förskoleklasslärarna som deltog i aktionen erbjöds även att delta i studien.  I denna kvalitativa studie utgår empirin från de gemensamma samtalen i aktionen. Förskoleklasslärarnas berättelser kondenserades och det skapades två fiktiva pedagoger Aina, som fick symbolisera samarbete, flexibilitet och framförhållning och Berit, som fick symbolisera konservatism, individualism och nuorientering. De två fiktiva pedagogerna representerar bägge de fyra förskoleklasslärarnas röster. Resultatet presenteras som en narrativ, ett samtal mellan Aina och Berit. Resultatet visade fram ett ensamt och otydligt uppdrag och ett flertal upplevda dilemman som mellan det förplanerade och det spontana, barns intresse eller läromedelsböcker och metoder, lek eller lärande med mera. Resultatet bekräftade även en hel del av andra studiers resultat som  exempelvis  skolifiering. Det visar att trots att förskoleklasslärarna fick stor hjälp med att inta en inlärningsriktad kunskapssyn vidgades perspektivet mot att innefatta en mer utvecklingsinriktad och interaktionistisk kunskapssyn. / The purpose of this research paper, based upon the principle of action science, has been to raise preschool teachers’ opinion relating to the preschool activity. The preschool activity, in its present form after the reformation was introduced in 1996, is to date a relatively new and unexplored area. This study, with the assistance of preschool teachers’ stories about their work from the perspective of their professional pedagogical training and experience, is meant to contribute further knowledge in this area. Four preschool teachers, whom were also offered to participate, were a strategic choice for this study. The empirical basis for this qualitative study originates from joint conversations within the action. The preschool teachers’ stories have been condensed and eventually two fictive personalities were created. These are the two pedagogues Aina and Berit. Aina symbolise cooperation, flexibility and considers future/proactive planning. Berit symbolise conservatism, individualism and considers reactive planning. These fictive personalities represent the voices of all four preschool teachers having participated in the study. The result is presented as a narrative, a conversation between Aina and Berit.  The study produced results of a preschool teacher’s assignment described as isolated and unclear with several experienced dilemmas.  These dilemmas arise between the planned and the spontaneous, between the child’s interest and teaching aids/books/methods and between play and learning etc. Furthermore, the result confirmed several other studies having shown e.g. “schoolification”. Therefore, this paper strongly support the notion that, in spite of preschool teachers receiving great assistance in terms of incorporating a learning aimed at knowledge, this perspective was here widened toward incorporating a learning aimed more at development and interaction.

The problem of this study was a comparison of young children's intensity of task—involvement in child—selected activities. A group of 23 children, four to six years of age, was selected as the subjects from a university affiliated child development laboratory school. These children were observed during child-selected activities for five consecutive weeks. The instrument utilized to collect the data was the Intensity Of Involvement Scale, composed of seven categories of intensity from "Unoccupied" to "Complete." To obtain reliable data, two observers were involved in the observation and a carefully planned procedure of observation was followed accurately. The comparison of children's intensity of task-involvement among child-selected activities, using statistical methods of mean and standard deviation, yielded a similar result among various groups of children. The learning centers in which children were involved most intensely were water play, family living, manipulative, and art centers. The children, however, were involved in the reading, block, and writing centers less intensely. In comparing children's intensity of task-involvement between age-groups and sex-groups, the analyses of two-way t-test revealed that age-differences were significant (p<.05) but sex-differences were not significant in children's overall intensity of task-involvement. Also, the results showed that the significance of differences in children's intensity of task-involvement in each child-selected activity depended more upon the age than the sex of children. In addition, individual differences in children's intensity of task-involvement were examined using mean, frequency distribution, and range. The finding was that children differed from one another in their degrees and variability of intensity of task-involvement in child-selected activities.

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The study examined the literacy practices, general resources, and technological tools being used by parents to promote literacy at home. The primary purpose was to determine if differences existed in the literacy practices used by parents of preschool children with and without disabilities. The study also sought to determine if the age and education of parents had any effect upon the literacy practices utilized by parents.The population for the study consisted of 384 parents from six counties in Indiana. Each participant had a child between the ages of 3- to 6-years old who attended a preschool program. Over half of the participants had a child with disabilities. Preschool administrators who were selected for the study distributed the data-collection instrument, Parent's Views on Literacy Survey, which was developed by the researcher. The survey instrument consisted of demographic questions that addressed the study's independent variables and 20 questions that were designed to act as the study's dependent variables. The questions pertained to the types of literacy activities being provided in the home.A multivariate analysis of variance (MANOVA) was performed and a significant difference between parents of preschool children with disabilities and parents of preschool children without disabilities was determined. Parents of preschool children without disabilities used significantly more general literacy practices and literacy activities using technology. There was a significant difference in the types of activities and in the quantity of activities provided. It was also determined that the differences were not due to the factors of age or education of the parents. The second part of the questionnaire directed questions specifically to parents of preschool children with disabilities. The type of disability of the child, the types of assistive technology (AT), and the frequency in which AT was utilized to promote literacy activities were identified. A simple cross tabulation between the types of disabilities and the categories of AT revealed that there were also differences among the categories of AT used and disability types.Three open-ended questions were used to determine additional information about parents' literacy practices. The data collected was stratified and analyzed for emergent themes. Parents of typically developing children reported the need for more technological tools and resources while parents of preschool children with disabilities reported that more information on specific skill development was needed. Furthermore, parents of preschool children with disabilities expressed the belief that the greatest barrier for their child in developing literacy skills related to factors that were associated with the disability. It was also determined that parents of children with disabilities underutilized assistive technology devices for facilitating literacy skills.This research further supports the differences in the literacy practices among parents. Parents of preschool children without disabilities use general literacy practices and technological literacy practices with greater frequency than do the parents of preschool children with disabilities. / Department of Special Education

South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other same-level learners in other participating countries. In response to the results, the Department of Basic Education implemented intervention strategies such as Foundations for Learning and the Systemic Evaluation among others to enhance learner performance in mathematics. This study investigated the role of Grade R teachers in creating a conducive environment for learning numeracy using schools in the Vhuronga circuit of the Vhembe District in South Africa as case studies. The investigation encompassed: (a) the extent to which Grade R teachers create a conducive environment for learning numeracy; (b) how Grade R teachers are implementing the numeracy curriculum and (c) classroom factors that influence approaches teachers employ during numeracy teaching. A qualitative methodology using case study research design was adopted for collecting data in Grade R classrooms at Vhuronga. Interviews, observation, and document analyses ensured valid data. Qualitative data analysis involved coding and categorizing patterns from field notes in order to identify themes for discussion. The study established that inadequate resources which include limited classroom space, lack of appropriate learning materials, furniture, and in-service teacher training programmes, were impediments that restricted Grade R teachers from creating a conducive environment for learning numeracy. The study further established that whole-class teaching dominated numeracy lessons. A few teachers who taught small classes implemented a variety of play-based activities that encouraged interaction and exploration of adequate learning materials in small-groups in order to create a conducive environment for learning numeracy. In contrast, most teachers with large classes considered the classroom layout fixed. The teachers arranged the desks in rows and engaged the whole-class in similar learning activities. Additionally, the study established the need for ongoing training to refine and update teachers‟ skills in creating well organized classrooms that are conducive for numeracy learning. The study recommends that the Department of Basic Education should create opportunies for Grade R teachers to participate in regular in-service training that emphasize practical work, in order to strengthen their capacity in creating conducive classrooms for learning numeracy and ensure quality education. / Mathematics Education / D. Ed. (Didactics)

Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule? The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme. The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”, 10 and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully. / Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer? Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom. Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)