A Longitunal Study on Young Children's Development of the Representation of Written Number Symbols

Abstract

Young children’s representation of written number symbols was examined at 4 time points during two years (mean age=55, 64, 70 & 76 months). Measurements were Number Symbol Representation Task; Cardinal Concept Task; Written Addition and Subtraction Task and Written Arithmetic Formula Representation Task. The results indicated children’s rapid development in the ability to represent written number symbols. Scores on Written Number Symbolic Tasks, Cardinal Concept and Written Addition and Subtraction Task were significantly correlated. Performance of children in university affiliated childcare center surpassed that of the center serving working families at Time 1, but the advantage of the center faded at Time 3 and Time 4. A multiple regression analysis identified 2 significant predictors for children’s representation of written number symbols at the end of kindergarten: written number symbol representation score at Time 1 and the type of kindergarten.