Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study (Record no. 193445)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01976nam a22001817a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241223121924.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241223b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Larkin, Kevin et al. |
| 245 ## - TITLE STATEMENT | |
| Title | Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | UK : Taylor and Francis ,2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | p. 127-142 |
| 490 ## - Journal | |
| Journal | Mathematical Thinking and Learning |
| Volume/sequential designation | Vol. 126(2) |
| 500 ## - GENERAL NOTE | |
| General note | Patterns are a fundamental component of mathematics, and the patterning ability of young children has been well researched; however, this research has largely been conducted with relatively small cohorts (±70) and in an interventionist way (in laboratory settings or with researchers directly intervening in educational contexts). The current study examines the patterning skills of approximately 3 200 children in a naturalistic setting. As part of a larger, early years’ STEM engagement program, children were provided patterning opportunities across one school term. The data presented here provides information regarding the children’s performance on the tablet-based activities embedded in the program. Findings indicate that 3.5- to 4.5-year-old children were able to copy, extend, insert missing elements, fix, and create patterns, using a range of two, three or four elements pattern structures. These findings, from a large-scale naturalistic setting, confirm some aspects of the existing laboratory-based research, whilst also indicating that some children are more capable in terms of creating patterns than the existing research suggests. These findings have implications for educators when they are planning play-based patterning activities with preschool children. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Play-based Learning |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/10986065.2022.2056320#abstract">https://www.tandfonline.com/doi/full/10.1080/10986065.2022.2056320#abstract</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 12/23/2024 | 12/23/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 12/23/2024 |
