involvement of language in the development of numerical representiation ar preschool children

In recent years, one of the questions that developmental psychology has tried to answer is related to the origin and how our cognitive system development. A significant impact on trying to find an answer to this question have been research conducted on numerical skills of children, and as a consequence of this interest, the development of phylogenetic and ontogenetic perspective numeracy skills, has become studied one of research topics most intensively. Based on the failure of the model approach in the context of "object files" at the preschoolers numerical skills, motivation of this paper refers to the attempt to provide a numerical approach to basic skills correspondence, ordering or numeracy in the context of transition from numerical representations to verbal and preverbal role that language plays in supporting performance, while taking account of how children numerical concepts and changes implemented strategies they use at different ages. If until now it is clear that language development is a mediating factor in the reorganization of numerical knowledge is needed in-depth approach of how procedural skills affect solving numerical tasks and the extent to which models originally developed to describe numerical skills of children under one year of preschool children can be applied in the context of language development.