Schematising activities in early childhood education

M. Poland, H.J.M. van Oers, J. Terwel

    Research output: Contribution to JournalArticleAcademicpeer-review

    278 Downloads (Pure)

    Abstract

    The purpose of this study was to determine the importance of introducing schematising to children in early childhood and to determine whether schematising can be taught to children. This was done using a longitudinal, quantitative study with a quasi-experimental design (N = 133). In this study, the use of schematising was taught to an experimental group of children to determine if it is possible to realise significantly improved results in schematising tasks for an experimental group in comparison to a control group of children who were not taught schematising. Pupils in the experimental group demonstrated significantly better results on schematising, which cannot be explained by maturation. In our future research, we will investigate the mathematical performances of these experimental and control groups in the next grade of the primary school curriculum. © 2009 Taylor & Francis.
    Original languageEnglish
    Pages (from-to)305-321
    Number of pages17
    JournalEducational Research and Evaluation
    Volume15
    Issue number3
    DOIs
    Publication statusPublished - 2009

    Fingerprint

    Dive into the research topics of 'Schematising activities in early childhood education'. Together they form a unique fingerprint.

    Cite this