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dc.contributor.authorJylänki, Pinja
dc.contributor.authorSipinen, Elina
dc.contributor.authorMbay, Theo
dc.contributor.authorSääkslahti, Arja
dc.contributor.authorAunio, Pirjo
dc.date.accessioned2022-05-11T10:13:53Z
dc.date.available2022-05-11T10:13:53Z
dc.date.issued2022
dc.identifier.citationJylänki, P., Sipinen, E., Mbay, T., Sääkslahti, A., & Aunio, P. (2022). Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy : A Pilot Intervention Study. <i>International Journal of Early Childhood</i>, <i>Early online</i>. <a href="https://doi.org/10.1007/s13158-022-00329-8" target="_blank">https://doi.org/10.1007/s13158-022-00329-8</a>
dc.identifier.otherCONVID_144245589
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81004
dc.description.abstractThe aim of this pilot study was to examine the immediate and long-term effects of an intervention program that aims to improve preschoolers’ (N = 36, M = 4.49 years, SD = 0.35) early numeracy skills by combining the learning of numerical relational skills via story reading with fundamental motor skill practice. The intervention program was piloted with two study designs: a within-subject repeated-measures design with 18 children (study I), and a quasi-experimental study design with 18 children (study II). Children’s early numeracy, symbolic magnitude processing, and fundamental motor skills were measured. Results demonstrated that children’s early numeracy and especially numerical relational skills improved during the intervention, and the intervention had larger effects on children’s early numeracy and numerical relational skills compared to the control period (study I) and control group (study II). Furthermore, the results from the delayed post-test demonstrated that the effects were maintained for 4.5–8 weeks after the intervention. These findings provide preliminary evidence that it is possible to support children’s early numeracy skills with combined learning of numerical relational skills via story reading and fundamental motor skills despite the socioeconomic or language background, and narrow the gap between low- and average-performing children.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesInternational Journal of Early Childhood
dc.rightsCC BY 4.0
dc.subject.otherearly numeracy
dc.subject.otherfundamental motor skills
dc.subject.otherintervention
dc.subject.othernumerical relational skills
dc.subject.otherpreschool
dc.titleCombining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy : A Pilot Intervention Study
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202205112653
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.contributor.oppiaineLiikuntapedagogiikkafi
dc.contributor.oppiaineSport Pedagogyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0020-7187
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysomotoriset taidot
dc.subject.ysoesikoulu
dc.subject.ysomatemaattiset taidot
dc.subject.ysointerventiotutkimus
dc.subject.ysoesikoululaiset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p24478
jyx.subject.urihttp://www.yso.fi/onto/yso/p15089
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p32625
jyx.subject.urihttp://www.yso.fi/onto/yso/p17391
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s13158-022-00329-8
jyx.fundinginformationOpen Access funding provided by University of Helsinki including Helsinki University Central Hospital. This work was supported by the Ministry of Education and Culture [grant number 48825]; and the Finnish Cultural Foundation [Huhtamäen rahasto 2019, no grant number available].


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Except where otherwise noted, this item's license is described as CC BY 4.0