References of "De Chambrier, Anne-Françoise"
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See detailInvestigating the dimensionality of early numeracy using the bifactor exploratory structural equation modeling framework
Dierendonck, Christophe UL; de Chambrier, Anne-Françoise; Fagnant, Annick et al

in Frontiers in Psychology (2021)

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See detailEnhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study
de Chambrier, Anne-Françoise; Baye, Ariane; Tinnes-Vigne, Mélanie et al

in Early Childhood Research Quarterly (2021), 54

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See detailPratiques éducatives parentales et premières compétences en numératie des enfants d’âge préscolaire selon le niveau socio-économique et culturel des familles
Poncelet, Débora UL; de Chambrier, Anne-Françoise; Tinnes-Vigne, Mélanie UL et al

in Revue Internationale de l'Education Familiale (2020), 47(1), 119-149

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See detailInterventions à domicile pour renforcer le soutien parental dans les apprentissages scolaires des jeunes enfants : les enjeux méthodologiques et éthiques.
Poncelet, Débora UL; De Chambrier, Anne-Françoise; Tinnes-Vigne, Mélanie et al

Presentation (2019, November)

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See detailFavoriser le développement de compétences en nombres et opérations à travers une approche basée sur les jeux en contextes scolaire et familial.
Tinnes-Vigne, Mélanie; Poncelet, Débora UL; de Chambrier, Anne-Françoise et al

Scientific Conference (2018, October)

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See detailDeveloping early number competencies through games played in school and at home
Tinnes-Vigne, Mélanie UL; Poncelet, Débora UL; de Chambrier, Anne-Françoise et al

in Bergqvist, Ewa; Österholm, Magnus; Granberg, Carina (Eds.) et al Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018, July 07)

Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong ... [more ▼]

Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong predictors of mathematics outcomes at the end of the first grade and even later on (Jordan, Kaplan, Ramineni & Locuniak, 2009). In preschool, the development of these competencies should obviously not give rise to formal learning but is developed through significant activities. However, while everyday situations offer significant contexts, they are still not sufficient to develop the basic number competencies necessary for first grade children (Cannon & Ginsburg, 2008). Adults have to create opportunities to learn mathematical competencies. Mathematical games can meet this requirement. The MathPlay project aims to develop early number competencies through games implemented in school and/or at home. According to the literature, early number competencies consist in counting, conservation ability, magnitude comparison, and (de)composition of numbers. To develop these competencies, we decided to adapt 8 well-known family games. To evaluate the effect of this play-based approach on the development of number competencies, an instrument was created and validated. A quasi-experimental research design (pre/post-test) was implemented in four countries: Luxembourg, Belgium, France and Switzerland. Seven hundred and twenty-five children from all these countries participated in this study. They were divided into one control group and one experimental group with two treatment conditions, X1 (with games at school), and X2 (with games both at school and at home). The post-test was administrated at two moments: just after the intervention and eight weeks later. Data is currently being analysed. This communication will present the first outcomes and will answer our research question: what is the immediate and deferred effect of this play-based approach (X1-X2) on students’ number competencies? [less ▲]

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See detailA test to measure early number skills progress among 4 to 6 years old children
De Chambrier, Anne-Françoise; Fagnant, Annick; Giauque, Nadine et al

Scientific Conference (2018, July)

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See detailDéveloppement d’un test de compétences numériques précoces destiné à mesurer les effets d’une intervention mise en place auprès d’élèves de 4 à 6 ans
de Chambrier, Anne-Françoise; Vlassis, Joëlle UL; Fagnant, Annick et al

in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)

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