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Preschool Children's Repeating Patterning Skills: Evidence of Their Capability from a Large Scale, Naturalistic, Australia Wide Study

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Title: Preschool Children's Repeating Patterning Skills: Evidence of Their Capability from a Large Scale, Naturalistic, Australia Wide Study
Language: English
Authors: Kevin Larkin (ORCID 0000-0002-8704-1272), Ilyse Resnick (ORCID 0000-0002-4917-5720), Thomas Lowrie (ORCID 0000-0003-3042-822X)
Source: Mathematical Thinking and Learning: An International Journal. 2024 26(2):127-142.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Preschool Children, Pattern Recognition, Mathematics Education, Play, Handheld Devices, Computer Software, Computer Games, Educational Technology, Mathematical Concepts
Geographic Terms: Australia
DOI: 10.1080/10986065.2022.2056320
ISSN: 1098-6065
1532-7833
Abstract: Patterns are a fundamental component of mathematics, and the patterning ability of young children has been well researched; however, this research has largely been conducted with relatively small cohorts (±70) and in an interventionist way (in laboratory settings or with researchers directly intervening in educational contexts). The current study examines the patterning skills of approximately 3 200 children in a naturalistic setting. As part of a larger, early years' STEM engagement program, children were provided patterning opportunities across one school term. The data presented here provides information regarding the children's performance on the tablet-based activities embedded in the program. Findings indicate that 3.5- to 4.5-year-old children were able to copy, extend, insert missing elements, fix, and create patterns, using a range of two, three or four elements pattern structures. These findings, from a large-scale naturalistic setting, confirm some aspects of the existing laboratory-based research, whilst also indicating that some children are more capable in terms of creating patterns than the existing research suggests. These findings have implications for educators when they are planning play-based patterning activities with preschool children.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1418873
Database: ERIC
FullText Text:
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  Data: Preschool Children's Repeating Patterning Skills: Evidence of Their Capability from a Large Scale, Naturalistic, Australia Wide Study
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  Data: <searchLink fieldCode="AR" term="%22Kevin+Larkin%22">Kevin Larkin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8704-1272">0000-0002-8704-1272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ilyse+Resnick%22">Ilyse Resnick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4917-5720">0000-0002-4917-5720</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas+Lowrie%22">Thomas Lowrie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3042-822X">0000-0003-3042-822X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mathematical+Thinking+and+Learning%3A+An+International+Journal%22"><i>Mathematical Thinking and Learning: An International Journal</i></searchLink>. 2024 26(2):127-142.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: 2024
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Pattern+Recognition%22">Pattern Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/10986065.2022.2056320
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  Data: 1098-6065<br />1532-7833
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  Data: Patterns are a fundamental component of mathematics, and the patterning ability of young children has been well researched; however, this research has largely been conducted with relatively small cohorts (±70) and in an interventionist way (in laboratory settings or with researchers directly intervening in educational contexts). The current study examines the patterning skills of approximately 3 200 children in a naturalistic setting. As part of a larger, early years' STEM engagement program, children were provided patterning opportunities across one school term. The data presented here provides information regarding the children's performance on the tablet-based activities embedded in the program. Findings indicate that 3.5- to 4.5-year-old children were able to copy, extend, insert missing elements, fix, and create patterns, using a range of two, three or four elements pattern structures. These findings, from a large-scale naturalistic setting, confirm some aspects of the existing laboratory-based research, whilst also indicating that some children are more capable in terms of creating patterns than the existing research suggests. These findings have implications for educators when they are planning play-based patterning activities with preschool children.
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        Value: 10.1080/10986065.2022.2056320
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      – Text: English
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      Pagination:
        PageCount: 16
        StartPage: 127
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Pattern Recognition
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Australia
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      – TitleFull: Preschool Children's Repeating Patterning Skills: Evidence of Their Capability from a Large Scale, Naturalistic, Australia Wide Study
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