Choice-driven peer play, self-regulation and number sense

References

• Acun Kapıkıran, N., A. Ivrendi, and A. Adak. 2006. “Okul Öncesi Çocuklarında Sosyal Beceri: Durum Saptaması.” Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 19 (1): 20–28.
   Google Scholar
• Bergen, D. 1988. “Using a Schema for Play and Learning.” In Play as a Medium for Learning and Development, edited by D. Bergen, 169–181. New Hampshire: Heinemann.
   Google Scholar
• Bergen, D., and J. Coscia. 2001. Brain Research and Childhood Education: Implications for Educators. Olney, MD: Association for the Childhood Education International.
   Google Scholar
• Blevins-Knabe, B., and L. Musun-Miller. 1996. “Number Use at Home by Children and their Parents and its Relationship to Early Mathematical Performance.” Early Development and Parenting 5: 35–45. doi: 10.1002/(SICI)1099-0917(199603)5:1<35::AID-EDP113>3.0.CO;2-0
   Web of Science ®Google Scholar
• Bodrova, E., and D. J. Leong. 2005. “Self-regulation as a Key to School Readiness: How can Early Childhood Teachers Promote this Critical Competence?” In Critical Issues in Early Childhood Professional Development, edited by M. Zaslow and I. Martinez-Beck, 223–270. Baltimore: Brookes.
   Google Scholar
• Bodrova, E., and D. J. Leong. 2008. “Developing Self-regulation in Kindergarten: Can We Keep All the Crickets in the Basket?” Young Children March 2008: 56–58.
   Google Scholar
• Bolat, E. Y., and A. D. Sıgırtmaç. 2006. “The Effect of the Musical Game Activities to Gain the Number and Operations Concept.” Ege Eğitim Dergisi 7 (2): 43–56.
   Google Scholar
• Booren, L. M., J. T. Downer, and Virginia E. Vitiello. 2012. “Observations of Children's Interactions with Teachers, Peers, and Tasks Across Preschool Classroom Activity Settings.” Early Education and Development 23 (4): 517–538. doi: 10.1080/10409289.2010.548767
   PubMed Web of Science ®Google Scholar
• Braza, F., P. Braza, R. M. Carreras, J. M. Munoz, J. R. Sanchez-Martin, A. Azurmendi, A. Sorozabal, A. Garcia, and J. Cardas. 2007. “Behavioral Profiles of Different Types of Social Status in Preschool Children: An Observational Approach.” Social Behavior and Personality: An International Journal 35 (2): 195–212. doi: 10.2224/sbp.2007.35.2.195
   Web of Science ®Google Scholar
• Chien, N. C., C. Howes, M. Burchinal, R. C. Pianta, S. Ritchie, D. M. Bryant, R. M. Clifford, D. M. Early, and O. A. Barbarin. 2010. “Children’s Classroom Engagement and School Readiness Gains in Prekindergarten.” Child Development, 81 (5): 1534–1549. doi: 10.1111/j.1467-8624.2010.01490.x
   PubMed Web of Science ®Google Scholar
• Cook, D. 2000. “Voice Practice: Social and Mathematical Talk in Imaginative Play.” Early Child Development and Care 162 (1): 51–63. doi: 10.1080/0300443001620105
   Google Scholar
• Coolahan, K., J. Fantuzzo, J. Mendez, and P. McDermott. 2000. “Preschool Peer Interactions and Readiness to Learn: Relationships Between Classroom Peer Play and Learning Behaviors and Conduct.” Journal of Educational Psychology 92: 458–465. doi: 10.1037/0022-0663.92.3.458
   Web of Science ®Google Scholar
• Duman, G., and Z. F. Temel. 2011. “Türkiye ve Amerika Birleşik Devletleri’nde anasınıfına devam eden çocukların oyun davranışlarının incelenmesi” [Examining play behaviors of children who enrolled in kindergarten in Turkey and USA]. Sosyal Bilimler [Social Sciences] 1 (1): 279–298.
   Google Scholar
• Eisenberg, N., R. A. Fabes, J. Bernzweig, M. Karbon, R. Poulin, and L. Hanish. 1993. “The Relations of Emotionality and Regulation to Preschoolers’ Social Skills and Sociometric Status.” Child Development 64 (5): 1418–1438. doi: 10.2307/1131543
   PubMed Web of Science ®Google Scholar
• Eisenberg, N., R. A. Fabes, B. Murphy, P. Maszk, M. Smith, and M. Karbon. 1995. “The Role of Emotionality and Regulation in Children's Social Functioning: A Longitudinal Study.” Child Development 66 (5): 1360–84. doi: 10.2307/1131652
   PubMed Web of Science ®Google Scholar
• Elias, C. L., and L. E. Berk. 2002. “Self-regulation in Young Children: Is there a Role for Sociodramatic Play?” Early Childhood Research Quarterly 17 (2): 216–38. doi: 10.1016/S0885-2006(02)00146-1
   Web of Science ®Google Scholar
• Emfinger, K. 2009. “Numerical Conceptions Reflected During Multiage Child-initiated Pretend Play.” Journal of Instructional Psychology 36 (4): 326–334.
   Google Scholar
• Fantuzzo, J., K. C. Coolahan, J. L. Mendez, P. A. McDermott, and B. Sutton-Smith. 1998. “Contextually-relevant Validation of Constructs of Peer Play with African American Head Start Children: Penn Interactive Peer Play Scale.” Early Childhood Research Quarterly 13 (3): 411–431. doi: 10.1016/S0885-2006(99)80048-9
   Web of Science ®Google Scholar
• Fantuzzo, J., Y. Sekino, and H. L. Cohen. 2004. “An Examination of the Contributions of Interactive Peer Play to Salient Classroom Competencies for Urban Head Start Children.” Psychology in the Schools 41 (3): 323–336. doi: 10.1002/pits.10162
   Web of Science ®Google Scholar
• Gersten, R., and D. Chard. 1999. “Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities.” The Journal of Special Education 33 (1): 18–28. doi: 10.1177/002246699903300102
   Web of Science ®Google Scholar
• Gmitrova, V., and J. Gmitrov. 2003. “The Impact of Teacher-directed and Child-directed Pretend Play on Cognitive Competence in Kindergarten Children.” Early Childhood Education Journal 30 (4): 241–246. doi: 10.1023/A:1023339724780
   Google Scholar
• Hanline, M. F., S. Milton, and P. C. Phelps. 2008. “A longitudinal Study Exploring the Relationship of Representational Levels of Three Aspects of Preschool Socio-dramatic Play and Early Academic Skills.” Journal of Research in Childhood Education 23 (1): 19–28.
   Google Scholar
• Howes, C. 2000. “Social-emotional Classroom Climate in Child Care, Child-teacher Relationships and Children’s Second Grade Peer Relations.” Social Development 9 (2): 191–204. doi: 10.1111/1467-9507.00119
   Web of Science ®Google Scholar
• Howes, C., and C. C. Matheson. 1992. “Sequences in the Development of Competent Play with Peers: Social and Social Pretend Play.” Developmental Psychology 28 (5): 961–974. doi: 10.1037/0012-1649.28.5.961
   Web of Science ®Google Scholar
• Howse, R. B., G. Lange, D. C. Farran, and C. D. Boyles. 2003. “Motivation and Self-regulation as Predictors of Achievement in Economically Disadvantaged Young Children.” The Journal of Experimental Education 71 (2): 151–174. doi: 10.1080/00220970309602061
   Web of Science ®Google Scholar
• Ivrendi, A. 2011. “Influence of Self-regulation on the Development of Children’s Number Sense.” Early Childhood Education Journal 39: 239–247. doi: 10.1007/s10643-011-0462-0
   Google Scholar
• Ivrendi, A., and A. Wakefield. 2009. “Mothers’ and Fathers’ Participation in Mathematical Activities of their Young Children.” The 5th International Balkan Education and Science Congress Proceedings, 50–54, Edirne, Turkey.
   Google Scholar
• Johnson, J. E., J. F. Christie, and F. Wardle. 2005. Play, Development, and Early Education. New York: Allyn and Bacon.
   Google Scholar
• Jordan, N. C., D. Kaplan, L. N. Ola’h, and M. N. Locuniak. 2006. “Number Sense Growth in Kindergarten: A Longitudinal Investigation of Children at Risk for Mathematics Difficulties.” Child Development 77 (1): 153–175. doi: 10.1111/j.1467-8624.2006.00862.x
   PubMed Web of Science ®Google Scholar
• Kontos, S., and A. Wilcox-Herzog. 1997. “Influences on Children’s Competence in Early Childhood Classrooms.” Early Childhood Research Quarterly 12: 247–262. doi: 10.1016/S0885-2006(97)90002-8
   Web of Science ®Google Scholar
• McClelland, M. M., C. E. Cameron, C. M. Connor, C. L. Farris, A. M. Jewkes, and F. J. Morrison. 2007. “Links Between Behavioral Regulation and Preschoolers’ Literacy, Vocabulary, and Math Skills.” Developmental Psychology 43 (4): 947–959. doi: 10.1037/0012-1649.43.4.947
   PubMed Web of Science ®Google Scholar
• Metin-Aslan, O., and Belma Tugrul. 2013. “Analyzing Preschool Children’s Bullying and Play Behavior During Play.” Mediterranean Journal of Educational Research 13: 27–41.
   Google Scholar
• MONE (Ministry of National Education). 2013. Curriculum for Preschool Children. Ankara: MEB.
   Google Scholar
• National Council of Teachers of Mathematics. 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM.
   Google Scholar
• Ponitz, C. C., M. M. McClelland, A. M. Jewkes, C. M. Connor, C. L. Farris, and F. J. Morrison. 2008. “Touch Your Toes! Developing a Direct Measure of Behavioral Regulation in Early Childhood.” Early Childhood Research Quarterly 23: 141–158. doi: 10.1016/j.ecresq.2007.01.004
   Web of Science ®Google Scholar
• Savina, E. 2014. “Does Play Promote Self-regulation in Children?” Early Child Development and Care, doi:10.1080/03004430.2013.875541.
   Google Scholar
• Seefeldt, C., and A. Galper. 2008. Active Experiences for Active Children: Mathematics. Columbus, Ohio: Merrill Prentice Hall.
   Google Scholar
• Seo, K.-H., and H. P. Ginsburg. 2004. “What is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons from New Research.” In Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education, edited by D. H. Clements, J. Sarama, and A.-M. DiBiase, 91–104. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Sirin, S. 2011. Anaokuluna Devam Eden Beş Yaş Grubu Çocuklara Sayı ve İşlem Kavramlarını Kazandırmada Oyun Yönteminin Etkisi. [The influence of play method on 5 years old children’s number and operations concepts] Yayınlanmamış yüksek lisans tezi, Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü, Bursa [Unpublished Master Thesis]. Bursa: Bursa University, Educational Sciences Graduate School.
   Google Scholar
• Skibbe, L. E., C. M. Connor, F. C. Morrison, and A. M. Jewkes. 2011. “Schooling Effects on Preschoolers’ Self-regulation, Early Literacy, and Language Growth.” Early Childhood Research Quarterly 26 (1): 42–49. doi: 10.1016/j.ecresq.2010.05.001
   PubMed Web of Science ®Google Scholar
• Spinrad, T. L., N. Eisenberg, E. Harris, L. Hanish, R. A. Fabes, K. Kupanoff, S. Ringwald, and J. Holmes. 2004. “The Relation of Children’s Everyday Nonsocial Peer Play Behavior to their Emotionality, Regulation, and Social Functioning.” Developmental Psychology 40 (1): 67–80. doi: 10.1037/0012-1649.40.1.67
   PubMed Web of Science ®Google Scholar
• Størksen, I., I. T. Ellingsen, S. B. Wanless, and M. M. McClelland. 2014. “The Influence of Parental Socioeconomic Background and Gender on Self-regulation among 5-year-old Children in Norway.” Early Education and Development, 0: 1–22.
   Google Scholar
• Vieillevoye, S., and N. Nader-Grosbois. 2008. “Self-regulation During Pretend Play in Children with Intellectual Disability and in Normally Developing Children.” Research in Developmental Disabilities: A Multidisciplinary Journal 29 (3): 256–272. doi: 10.1016/j.ridd.2007.05.003
   PubMed Web of Science ®Google Scholar
• Wakefield, A. P., and A. Ivrendi. 2008. Unpublished Work about Children’s Number Sense.
   Google Scholar
• Whitebread, D., and M. Basilio. 2012. “The Emergence and Early Development of Self-regulation in Young Children.” Profesorado: Revista de Curriculum y Formacion del Profesorado 16 (1): 16–33.
   Google Scholar
• Whitebread, D., S. Bingham, V. Grau, D. P. Pasternak, and C. Sangster. 2007. “Development of Metacognition and Self-regulated Learning in Young Children: Role of Collaborative and Peer-assisted Learning.” Journal of Cognitive Education and Psychology 6 (3): 433–455. doi: 10.1891/194589507787382043
   Google Scholar