Exploring the effect of numerical video training on at-risk preschool children

Abstract

Evidence has shown the importance of early numerical skills in sustaining future mathematical abilities. However, the literature has largely ignored the potential of educational videos to improve numerical abilities in children at risk of developing numeracy difficulties. The aim of the present study was to examine the effectiveness of a numerical video training on domain-specific precursors in first-year preschoolers (Mean_age = 43.64 months) by comparing two intervention groups (i.e., at-risk of developing numeracy difficulties group; average intervention group) with an active control group, while controlling for domain-general precursors. Results revealed that the training was effective in enhancing counting skills in both the at-risk and average intervention groups. The findings also showed an enhancement of cardinality knowledge and digit recognition in the delayed post-test, but only for the group with average numerical abilities. Results will be discussed considering the implications for children who are at risk of experiencing numerical difficulties.