The Impact of Picture Books on The Development of Foundational Mathematics Skills Among Preschool Children
DOI:
https://doi.org/10.69760/portuni.0104019Keywords:
Picture books, mathematics skills, preschool children, socio-cultural theory, , Ibadan South WestAbstract
This study examined the impact of picture books on the development of foundational mathematics skills among preschool children in Ibadan South West Local Government Area. Guided by five research questions, the study was anchored on Lev Vygotsky’s Socio-Cultural Theory of Cognitive Development (1934). A descriptive research design was adopted, and a sample of 100 preschool children was selected using a multistage sampling technique from five randomly chosen nursery schools. Data were collected using a researcher-designed observation checklist and a structured teacher-administered assessment tool, focusing on counting, number recognition, spatial awareness, and pattern recognition. The instruments were validated by experts and piloted, with a Cronbach’s alpha reliability coefficient of 0.78. Descriptive statistics such as frequency counts, percentages, means, and standard deviations were used for data analysis. Findings revealed that picture books significantly enhanced children’s mathematics skills. The study recommends the integration of picture books into early childhood mathematics instruction to strengthen foundational numeracy in preschool learners.
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