幼児の数表象の発達 (2) 計数課題からの検討

This study investigated the development of the representation of preschool children’s number concepts. 3-, 4-, and 5-year-old children were given the counting tasks. In the counting tasks, children were asked to take a certain number objects which a experimenter told. Results of the mean ratios of correct responses and strategies showed that 3-year-old children accurately understood the numbers below 3 or less, 4-year-old children did the numbers below 5 or less, and 5-year-old children did the numbers below 10 or less. These results suggested that 3-year-old children represented the numbers l to 3, and 4-year-old children did the numbers l to 5 as a firm structure. These results were discussed in terms of a new model of a representation system of numbers