The role of finger kinematics in the acquisition of number meaning in kindergarten: a pilot study

Abstract

Several studies have shown that the acquisition of number meaning is related to finger motor representations. However, no study has tried to distinguish the respective roles of fingers representation and finger kinematics in this effect. Forty-three children (23 boys and 20 girls) enrolled in the middle class of kindergarten took part in the study. They were divided into two equivalent groups and compared on the acquisition of number meaning after a 2-week program designed to teach them a song about the numbers 1–9, scaffolded by visual supports. Each visual support included the symbolic representation of the number, the picture of an object mentioned in the song that rhymed with the number in French, and either a static image (static group) or an animated point-light display (animated group) of the finger representation. Results showed no difference between the two groups on the acquisition of numbers regarded as low (i.e., less than 5) but the animated group performed significantly better for numbers regarded as high (i.e., more than 5). Therefore, the present study shows the interest of using the observation of animated counting movement to teach number meaning in young children and suggests that finger kinematics may be more instrumental than static finger representation in the learning of number meaning. Future research is needed to confirm and specify this effect.