Sally Moomaw

The Use of Numeric and Non-Numeric Symbols by Preschool Children in Early Addition

This study investigated preschool childrens use of numeric and non-numeric symbols in early addition to determine whether children who were successful at adding two sets of dots would be less successful when one or both of the addends were represented by numerals. The sample consisted of 40 children enrolled in a licensed, urban preschool in the midwestern United States. A mixed-methods design was employed. Children drew cards with either two sets of dots, two numerals, or one of each, and represented the total with dinosaur counters. Repeated-measures ANOVA and post-hoc testing showed children scoring significantly higher (p < .0001) when adding dot combinations than when adding combinations with numerals. Qualitative data revealed common error sources involving numerals.

Assessing the Difficulty Level of Math Board Games for Young Children

This study investigated differences in difficulty among three types of math board games used as curricular materials in some preschool classrooms. Difference in performance between low- and middle-income children on the three types of games was also explored. Children drew cards containing one to five large dots; they then attempted to place an equivalent number of counters on a bingo-type board or move an equivalent number of spaces along a short or a long path. The sample consisted of 86 children of diverse race/ethnicity and socioeconomic status, age 3 to 5 years, enrolled in a licensed, urban preschool in the Midwest United States. A mixed-methods design was employed. Repeated measures ANOVA and post hoc testing showed that children scored significantly higher (p < .0001) on grid and short-path games than on longer path games. Head Start children scored significantly lower than middle-income children at age 3, but not at age 4 or 5. Qualitative data revealed mathematical behaviors that indicate when a child is ready to move to a more difficult level of game, as well as common error sources on long-path games.

Improving Instruction in Head Start Preschool Classrooms Through Feedback and Support to Teachers

This article discusses the use of data-based feedback and support to teachers in Head Start classrooms to facilitate increased use of effective instructional and managerial practices. The authors conducted a study to examine the impact of providing Head Start preschool classroom teachers with data regarding their use of established instructional and managerial practices, encouraging teacher self-selection of goals for improvement, and giving ongoing feedback and support related to goal attainment. Although the individual teacher outcomes varied, the results suggest that professional development accompanied by data-based individualized teacher feedback and support can improve teacher use of effective instructional strategies. Strengths, challenges, and implications for Head Start teachers are discussed.

Native Curriculum in Early Childhood Classrooms.

This interaction occurred in my preschool classroom at the Arlitt Child and Family Research and Education Center, University of Cincinnati, several years ago. It startled me into an awareness of the fears, stereotypes, misconceptions, and biases that young children continue to harbor about American Indian peoples, a half century after my own generation, reared on a steady diet of “cowboy and Indian” television and play, espoused the same views. Where do these wildly inaccurate ideas come from? Are they widespread, or were Steven and Josh unusual?

Post-It® notes art: Area and perimeter

When children in this third-grade classroom used twenty-five square sticky notes to design artwork, they predicted that all the perimeters would be the same. Surprise!