Effect of Teaching with ECE Kit on Development of Mathematical Concepts in Early Years

Abstract

This study investigates the impact of integrating an Early Childhood Education (ECE) Kit into mathematics instruction on the development of mathematical concepts in early year’s education. The primary objective was to assess whether the utilization of age-appropriate teaching materials, interactive activities, and pedagogical strategies included in the ECE Kit results in significant improvements in the understanding and proficiency of foundational mathematical concepts among young learners. The study focuses on children aged 3 to 6, commonly referred to as the "early years," within preschool, pre-kindergarten, and kindergarten settings. To measure the effect, a comparative approach was employed, with one group receiving instruction using the ECE Kit and another group undergoing traditional mathematics instruction without the kit. Assessment tools included post-instructional evaluations, encompassing standardized mathematics tests, teacher observations, and performance on math-related tasks. Data analysis involves statistical methods to determine any statistically significant differences in mathematical concept development between the two groups. The findings of this research aim to provide valuable insights into the effectiveness of the ECE Kit as a pedagogical resource for early mathematics education. Ultimately, this study contributes to the ongoing discourse on enhancing mathematics instruction during the formative early years, potentially influencing teaching practices and educational policies to optimize mathematical learning experiences for young children.