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<p>This research aims to investigate the ability of children to form sets, learn how to create them, and transfer this learning. The study involved 16 girls and 15 boys aged between 2&#xa0;years 5&#xa0;months and 3&#xa0;years 4&#xa0;months, randomly assigned to two groups. Each child was pre-tested, taught to group by either the attribute of "object type" or of "object color," and then post-tested. The results indicate that the initial ability to make groupings was very low, but the children always performed better by object type. The recommendations are to introduce the teaching of set formation using object type rather than color, as this attribute appears more accessible at this developmental stage. The intervention yielded significant improvements with large effect sizes, but only for the attribute they were taught. Children tended to always group by the attribute they had learned, regardless of the one they were being asked to use, indicating no clear transfer of learning. There were no gender differences in their performance. These findings underscore the importance of structured and explicit teaching of foundational mathematical ideas in toddlers. They also suggest that the selection and sequencing of attributes may play a critical role in optimizing early cognitive development.</p>

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Effectiveness of an Intervention in Early Classification Skills: A Study on Formation and Transfer of Sets

  • 期刊论文

  • 发表日期：

    2025年7月31日

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  • Juana M. García-Landete,
  • Manuel García-Piqueras,
  • Esther Paños,
  • José-Reyes Ruiz-Gallardo

摘要

This research aims to investigate the ability of children to form sets, learn how to create them, and transfer this learning. The study involved 16 girls and 15 boys aged between 2 years 5 months and 3 years 4 months, randomly assigned to two groups. Each child was pre-tested, taught to group by either the attribute of "object type" or of "object color," and then post-tested. The results indicate that the initial ability to make groupings was very low, but the children always performed better by object type. The recommendations are to introduce the teaching of set formation using object type rather than color, as this attribute appears more accessible at this developmental stage. The intervention yielded significant improvements with large effect sizes, but only for the attribute they were taught. Children tended to always group by the attribute they had learned, regardless of the one they were being asked to use, indicating no clear transfer of learning. There were no gender differences in their performance. These findings underscore the importance of structured and explicit teaching of foundational mathematical ideas in toddlers. They also suggest that the selection and sequencing of attributes may play a critical role in optimizing early cognitive development.