Using developmental principles to assist preschoolers in developing numeracy and literacy

Area of Science:

• Developmental Psychology
• Early Childhood Education
• Cognitive Science

Background:

• Understanding oddity relations is crucial for cognitive development.
• Early learning experiences significantly impact preschooler development.
• Structured play can enhance cognitive and literacy skills.

Purpose of the Study:

• To investigate the impact of structured games on preschoolers' cognitive and literacy skills.
• To compare the effectiveness of oddity principle games versus letter identification games.
• To explore the role of oddity understanding in quantitative and verbal development.

Main Methods:

• A yoked control design was used with 39 preschoolers (mean age 53.2 months).
• Children participated in structured games focusing on either the oddity principle or letter identification and sounds.
• Cognitive and literacy skills were assessed using the Woodcock-Johnson III standardized tests.

Main Results:

• Children demonstrated better oddity principle mastery after playing related games.
• Numeracy scores on the Woodcock-Johnson III were higher for children who played oddity games.
• Letter-Word scores were equivalent for children playing oddity/seriation games and letter games.

Conclusions:

• Mastery of oddity relations is a key transitional skill supporting quantitative and verbal development.
• Guided play, whether focused on cognitive growth (oddity) or early literacy, can lead to comparable gains in letter knowledge.
• These findings support the integration of concept-based play in early education curricula.