Effect of Planned Seriation Experiences on Acquisition of Seriation Abilities in Four‐Year‐Old Children

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Abstract
Effect of planned seriation experiences on the acquisition and retention of seriation abilities of four‐year‐old children was the focus of this study. Fifty children from four traditionally‐oriented preschool centers were randomly assigned to experimental and control groups. Children were tested before, immediately after, and 25 weeks after exposure to planned seriation experiences. Elkind's “Discrimination, Seriation and Numeration Test” was the measure used.An analysis of variance performed on the data showed that the experimental group obtained significantly higher scores in both acquiring and retaining seriation ability than the control group. Sex of the child, center in which enrolled, and treatment interacted to influence the gain scores.