Improving science skills by practicing geometry and measurement in Kindergarten

ABSTRACT

Numeracy indicates number sense, measurement and geometry but is most often connected to number sense only. Since the domains of geometry and measurement are strongly connected to becoming skilful in science an intervention was carried out to improve children’s science skills through measuring and geometry activities and enhance both their numeracy and science skills. Forty 6 year-old’s from 10 Kindergartens and their teachers participated. Three conditions had specially developed activities to elicit practicing measuring and geometry skills for 10 min at a time in small groups during 12 weeks. Condition 1 also offered personal feedback to the teachers every two weeks; condition 2 included monthly professional meetings; condition 3 only had the special developed activities; condition 4 served as control condition. The results revealed significant improvements with regard to numeracy and science skills. Concerns regarding types of interventions to enhance teachers skills to guide small group work are discussed.

KEYWORDS:

• Science skills
• mathematics
• kindergarten
• teacher training
• small group work

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Geerdina van der Aalsvoort, Ph.D., is emeritus professor of Play of the University of Applied Sciences of Utrecht since 2011. Since then she has been working as professor at The University of Applied Sciences in Deventer. She conducted the study presented here by combining expertise on play of young children and mathematics. She has written numerous books and articles on young children related to play and mathematics. She serves on the Editorial Board of the Journal of Early Childhood Education, the Journal of Play and the Journal of Research in Early Childhood Education.

Symen van der Zee, Ph.D., is a Professor of Science Education at the College of Education of Saxion Universiy of Applied Sciences in Deventer, the Netherlands since 2014. His main interests are studying ways to improve science education both in primary schools and in the College of Education.

Tjarda de Wit, MSc was senior lecturer at the College of Education of Saxion University of Applied Sciences in Deventer, the Netherlands. She has been educated to use video images of classroom teaching to consult teachers in becoming more equipped for classroom management and effective teaching. She used this expertise in the study that is presented here.

ORCID

Geerdina van der Aalsvoort http://orcid.org/0000-0002-0651-5967

Additional information

Funding

This work was supported by TechYourFuture [grant number 40.000 euros].