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Baroody, A. J., & Wilkins, J. L. (1999). The Development of Informal Counting, Number, and Arithmetic Skills and Concepts. In Copley, J. V. (Ed.), Mathematics in the Early Years (pp. 48-65), Washington DC: National Association for the Education of Young Children.

has been cited by the following article:

• TITLE: Early Numeracy in Children with Down’s Syndrome in Greece

  AUTHORS: Garyfalia Charitaki, Georgios Baralis, Stavroula Polychronopoulou, Dionysios Lappas, Georgios Spyridon Soulis

  KEYWORDS: Down Syndrome, Utrecht Early Numeracy Test, Special Educational Needs (SEN), Multi-Language Children, Typically Developing Children

  JOURNAL NAME: Psychology, Vol.5 No.12, August 28, 2014

  ABSTRACT: Through this study, we intend to explore the early numeracy of young children with Down’s syn-drome. Participants were 40 children with Down’s syndrome enrolled in special school programs, aged between 7;02 (y;m) and 14;07 (M = 10.07, SD = 2.06). Survey data was gathered, during the last term of 2013, via questionnaires. As a research tool, it was used the Utrecht Early Competence Test, which is a standardized psychometric test. There is also an attempt to compare the at-tainments of children with Down’s syndrome, with multi-language children, children with special educational needs (enrolled general schools) and typically developing children. The results are discussed in terms of their implications for educational placement