Counting Behavior in Preschool Children: A Comparative Analysis

Abstract

On the basis that counting behavior Ls a basic component in tAse development of mathematical concepts, this study comparatively onalizes tite effects of sorne propertíes of object sets such as homogeneous-heterogeneous, order-disorder, rnovility-staticy, Qn counting behavior itt children of first, second and third levels of preschool itt tertns of counting characteristics and quality. Tite results indicate that Mere is no difference itt oral counting. Rut they found differen tía! dato arnong tite three levels itt touching, pointing-out, sequence portant relatlonship was that the more tite correspondence, tite higher tite porcentage of correct results observed differently among tite three preschool leves.