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Related Experiment Videos

Representation and reasoning in early numerical development: counting, conservation, and comparisons between sets

C Sophian1

  • 1University of Hawaii.

Child Development
|April 1, 1995
PubMed
Summary

Young children

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Area of Science:

  • Cognitive Development
  • Child Psychology
  • Number Cognition

Background:

  • Early number cognition is crucial for mathematical development.
  • Understanding number conservation is a key milestone in cognitive development.
  • The relationship between counting skills and number conservation is not fully understood.

Purpose of the Study:

  • To investigate the developmental relationship between counting and number conservation in young children.
  • To examine if counting skills are necessary for number conservation.
  • To determine the age at which children develop number conservation.

Main Methods:

  • Three experiments were conducted with children aged 3-6 years.
  • Experiment 1 assessed the relation between counting and number conservation.
  • Experiments 2 and 3 examined number conservation when counting was precluded.

Main Results:

  • Both counting abilities and conservation reasoning showed significant development in 3-6-year-olds.
  • A strong correlation was found between counting proficiency and number conservation.
  • Children younger than 6 years did not demonstrate number conservation, even without counting.

Conclusions:

  • Number conservation and counting skills develop in tandem during early childhood.
  • Developing an understanding of relational aspects of number is a protracted process.
  • Counting abilities appear to support, but not be essential for, number conservation.

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