The development of numerical mapping in preschool children

Area of Science:

• Cognitive Development
• Developmental Psychology
• Numerical Cognition

Background:

• The developmental trajectory of numerical mapping in young children is debated.
• Existing research suggests counting may influence numerical task performance.

Purpose of the Study:

• To investigate the developmental characteristics of numerical mapping in Chinese preschool children.
• To examine the impact of number size and counting reminders on numerical mapping.

Main Methods:

• Experiment 1: 128 children (2–4 years) completed numerical mapping tasks with small and large numbers.
• Experiment 2: 97 children (3–4 years) were tested with and without counting reminders.

Main Results:

• Developmental orders for small and large numbers differed, suggesting distinct representation systems.
• Counting reminders improved performance, altering mapping symmetry and developmental order.

Conclusions:

• Number size and counting significantly influence numerical mapping assessment in preschoolers.
• Findings provide guidance for evaluating and fostering preschool numerical abilities.