Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method
Jylänki, Pinja; Sääkslahti, Arja; Aunio, Pirjo (2024-05-08)
Elsevier
08.05.2024
Jylänki, P., Sääkslahti, A., & Aunio, P. (2024). Intervention effects on low performing preschoolers’ early mathematical skills: Adding fundamental motor skill practice as a supporting method. Trends in Neuroscience and Education, 35, 100227. https://doi.org/10.1016/j.tine.2024.100227
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Elsevier GmbH. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Elsevier GmbH. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202405304109
https://urn.fi/URN:NBN:fi:oulu-202405304109
Tiivistelmä
Abstract
Background:
This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.
Procedure:
Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.
Main findings:
The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.
Conclusion:
The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.
Background:
This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.
Procedure:
Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.
Main findings:
The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.
Conclusion:
The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.
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