Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method

Abstract

Background

This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.

Procedure

Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.

Main findings

The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.

Conclusion

The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.