Using Developmental Principles to Assist Preschoolers in Developing Numeracy and Literacy

Abstract

In a yoked control design, 4-yr.-olds (N = 39) in a Head Start program played numerous structured games involving either the oddity principle or letter identification and letter sounds. The children's mean age was 53.2 mo.; SD = 4.1 mo. Three were Middle Eastern, 14 were Latino, 7 were East African, and 15 were African American. Children showed better mastery of oddity after playing games directed at this concept, and numeracy scores on the Woodcock-Johnson III were better for children who had played this type of game. Woodcock-Johnson III Letter-Word scores for children who had played the oddity and seriation or letter games were equivalent. These results are consistent with other research indicating that the understanding of oddity relations may be a key transitional thinking which supports quantitative and verbal development at the preschool-kindergarten interface. The standardized test scores indicate that guided play directed at this aspect of cognitive growth or more narrowly directed at early literacy can produce equivalent knowledge of letters.