Kindergartners' Spontaneous Focusing on Numerosity in Relation to Their Number Related Utterances During Numerical Picture Book Reading
ABSTRACT This study investigated the relationship between kindergartners' Spontaneous Focusing on Numerosity (SFON) and their number related utterances during numerical picture book reading. Forty eight 4 to 5 year olds were individually interviewed via a SFON Imitation Task and a numerical picture book reading activity. We expected differences in the frequency of number related utterances during picture book reading between children with a higher SFON score, providing more number related utterances, and children with a lower SFON score. Our results showed large inter individual differences in both kindergartners' SFON and the frequency of their number related utterances during picture book reading, yet SFON was not related to the frequency of number related utterances. This unexpected result is discussed in terms of its scientific, methodological, and educational implications.