Symbolic and Non-Symbolic Numerical Representations of Enrolled and Not Enrolled Children in Kindergarten

Abstract

Cognitive psychology is one of the main fields of psychology that is concerned with studying the nature and mechanism of the various cognitive or mental processes of the human brain such as perception, memory, thinking, innovation, the ability to solve problems, and other mental processes, and there is no doubt that the ability to acquire and develop mathematical knowledge and skills - throughout The different age stages of the individual, especially the early stages of cognitive development of the child - the best model for the employment and investment of these cognitive processes. Basic knowledge and skills related to numerology are also one of the main aspects in the daily life of any human being; Where the aspects of the daily life of any individual are not free from his use and employment of the mathematical knowledge of numbers, and for this, it is considered one of the essential knowledge that is taught and related to the child during the kindergarten and early school years. The acquisition of mathematical knowledge and skills in the early stages of a child's life is essentially based on realizing and understanding the meaning of numbers, whether these numbers are expressed numerically or verbally, and in written or spoken form. From this standpoint, it becomes clear the importance of shedding light on the nature and mechanism of children’s acquisition of knowledge and skills related to (Numbers), especially the study of how to treat numerical quantities with their different patterns in children during the early school years, and the subsequent repercussions of academic achievement in mathematics in the later years of schooling.