Extending an Effective Classroom-Based Math Board Game Intervention to Preschoolers’ Homes
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Sonnenschein, Susan; Metzger, Shari R.; Dowling, Rebecca; Gay, Brittany; and Simons, Cassandra L. (2016) "Extending an Effective Classroom-Based Math Board Game Intervention to Preschoolers’ Homes," Journal of Applied Research on Children: Informing Policy for Children at Risk: Vol. 7 : Iss. 2 , Article 1. Available at: https://digitalcommons.library.tmc.edu/childrenatrisk/vol7/iss2/1
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Attribution-NonCommercial-NoDerivs 3.0 Unported United States
Attribution-NonCommercial-NoDerivs 3.0 Unported United States
Abstract
The preschool years are a critical time for math development. Unfortunately, children from low-income backgrounds often enter kindergarten with lower math skills than middle-income peers, perhaps due to less math exposure at home. Few home-based math interventions are available for preschool age children; those that do exist are costly and difficult to implement. Interventions conducted in children’s schools using linear numeric board games developed by researchers have been particularly successful with low-income preschool children. Researchers have suggested they may be adapted for home-use by using commercially available board games, such as Chutes and Ladders, and teaching parents how to play. The two studies described in this paper explored the effectiveness of using Chutes and Ladders with a specialized counting procedure with Head Start families. Implementation proved to be challenging and children did not improve as much as in previous classroom-based interventions.