A Study On The Counting Ability Of Kindergarten Senior Class Children ——Take Xining S Kindergarten As An Example

Counting is the most important and basic part of preschool children’s mathematics education.The aim of this study was to analyze and discuss the general characteristics and influencing factors of the children in the S Kindergarten in Xining by measuring the status of the counting ability of kindergarten children in S Kindergartens in Xining.The test method and the interview method were used to investigate and study children,teachers and parents successively.First of all,the researchers sampled a total of 80 children from five classes of S Kindergarten in Xining to explore whether the difference in children’s counting ability was related to gender,age,and classes teacher education behavior.By using the "Kindergarten Children’s Counting Ability Test Form" to conduct individual tests on the children,SPSS26.0 was used to analyze the status of the counting ability of kindergarten children,the differences in the development of counting ability between children of different genders,ages and classes.Secondly,in order to further explore the factors affecting the counting ability of kindergarten children,the researchers conducted individual interviews with teachers and parents.On the one hand,the influence of teachers on the development of young children’s counting ability is discussed from the perspective of the composition of the teaching team and the understanding of teaching knowledge in the field of mathematics（knowledge of educational content,knowledge of educational objects,and knowledge of teaching strategies）.On the other hand,the parents of children with better and slower counting ability development were selected separately,and the parents of the children with better and slower counting ability development were selected as groups A and B,and the differences between the parents of the two groups were analyzed and compared from the three dimensions of family education background,mathematics education concept and counting education activities,and family factors were sought to affect the counting ability of young children.Through the test data statistics on the counting ability of kindergarten children in Xining S Kindergarten,the following characteristics are obtained: First,the overall level of counting ability of kindergarten children is good,but the individual differences of young children are extremely large;second,and the development of each ability is uneven,which is manifested as the best is to enumerate and the ability to tally number is second and the count by groups is the weakest;third,the counting ability of kindergarten children continues to increase with the increase of monthly age;fourth,the overall score of kindergarten children’s counting does not show gender difference,but from the analysis of various parts of ability,it is found that the boys’ ability to counting backward level is higher than that of girls;fifth,the counting levels of young children in different classes are obviously different;sixth,combined with the analysis of interview data,it can be seen whether the teacher has the educational background of the preschool major,the understanding of the content and teaching strategy knowledge,parents who teaches their children have important position in the education,the family’s monthly income,the attitude towards preschool mathematics education,the enlightenment time of the implementation of counting education for young children,the understanding of content and goal of counting,the development of resources,and the initiative of educational evaluation all have a certain impact on the counting ability of young children.Accordingly,the researcher proposed advices from three dimensions of kindergarten,parents and teachers for the future improvement of the kindergarten children’s counting ability.