Effects of Family, Child, and Teacher Demographics on Prekindergarten Children's Access to and Use of Numeracy and Spatial Materials in the Early Education Setting

Authors

Shwetha SrikanthFollow

Document Type

Thesis

Degree

Master of Science (MS)

Major/Program

Psychology

First Advisor's Name

Shannon Pruden

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Anthony Dick

Third Advisor's Name

Daniel Bagner

Keywords

early childhood, spatial learning, spatial manupilatives, early childhood education

Date of Defense

10-31-2013

Abstract

Florida’s Voluntary Pre-Kindergarten program (VPK) aims to ensure that all 4-year-olds are prepared to excel in K-12 mathematics. Early numeracy/spatial skills are predictive of success in K–12 mathematics. No research has examined whether VPK classrooms are equipped with the materials necessary to teach numeracy/spatial skill. The Pre-Kindergarten Numeracy and Spatial Environment Survey was created to examine the frequency of access to and use of numeracy/spatial materials in VPK classrooms. The 69-item survey was completed by the lead educator from a sample of 62 pre-kindergarten classrooms in Miami-Dade County. Regression analysis results suggest the location of the pre-kindergarten center, the sex distribution of the children in the classrooms or the number of years of experience that the educator has as a lead teacher along with the extra training courses undertaken by the teachers does not affect the access to or the use of, numeracy and spatial materials in the classrooms.

Identifier

FI14071194

Recommended Citation

Srikanth, Shwetha, "Effects of Family, Child, and Teacher Demographics on Prekindergarten Children's Access to and Use of Numeracy and Spatial Materials in the Early Education Setting" (2013). FIU Electronic Theses and Dissertations. 1443.
https://digitalcommons.fiu.edu/etd/1443