Influences of training length on the effectiveness of a number board intervention for 6-year-old German kindergartners

Kurzfassung/Abstract

Game-based learning approaches are an effective way of facilitating mathematical learning in early childhood. Considering constraints on staff and time resources in early childhood education, this study evaluated whether a four-session intervention using a linear number board game, designed to foster early mathematical development in preschool children aged around 6 years would lead to significantly more pronounced early mathematical development compared to a business as usual control group und thus behave similarly to a longer six-session intervention using the same game. Mathematical development was considered in terms of progressions, stagnations, and regressions across levels of early mathematical development as assessed by a standardized test of early mathematical skills. Results indicated that changes from pre- to post-test differed significantly across groups with both, the groups completing four or six game sessions presenting with significantly more pronounced mathematical development compared to the control group. In particular, the six-session group yielded the most progressions, followed by the four-session group, and the control group. At the same time, significantly more stagnations were observed for the control group, while regressions to lower levels of mathematical development were minimal for all three groups. These results substantiate that regular engagement with linear number board games can effectively facilitate early mathematical development before school entry, offering a practical and accessible educational tool in early childhood education.