When “one, two, three” gains ordinal meaning
Investigating the development of numerical ordering skills in 3- to 5-year-old children
Bibliographic Data
| ID | 19213982 |
|---|---|
| Authors | heidi harju (0009-0008-7269-3324, University of Turku), Jo Van Hoof (0000-0003-4752-6221, University of Turku), Jake Mcmullen (0000-0002-7841-7880, University of Turku), Cristina Nanu (0000-0002-1551-2928, University of Turku), Eero Laakkonen (0009-0000-6763-5877, University of Turku), Minna Hannula-Sormunen (University of Turku) |
| Year | 2026 |
| Publication date | 2026-06-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/dev0002199 |
| PMID | 42241104 |
| OpenAlex | W7163539067 |
| Language | EN |
4.08 years; 51% boys, 49% girls) using a task in which children ordered sets of items from least to most. Growth mixture modeling revealed varying rates of development in numerical ordering skills. Steep development in numerical ordering skills was associated with higher cardinality skills and number sequence production. Video analysis showed that mainly children who performed well in numerical ordering tasks used their knowledge of the number sequence to determine the order of the sets. These results suggest that numerical ordering skills emerge after cardinality and number sequence skills, potentially requiring the integration of both. (PsycInfo Database Record (c) 2026 APA, all rights reserved)
Child development · Cognitive development · Development (topology) · Statistical analysis · Task Analysis · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Reading and Literacy Development
| Highly cited | No |
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