Early number skills are critical predictors of academic achievement, which is why focusing on their instruction from the very beginning of education is recommended. Young children’s number knowledge is also strongly influenced by home numeracy practices. This 12-week quasi-experimental study tested whether early number skills could be enhanced by a play-based intervention implemented at kindergarten (aged 4–6 years) by the teachers and whether providing numerical games to families delivered added value. A total of 569 children from 46 kindergarten classes were assigned either to the first treatment condition in which games were played only at kindergarten, or to the second treatment condition in which games were played at kindergarten and at home, or to the business-as-usual control condition. Measures of numerical ability were collected at pretest and posttest and analyzed through item response theory and multilevel modeling. Results indicated that playing the games at kindergarten allowed children with average and above-average initial performance to make more progress than children in the control group, while providing the games at home allowed low achievers from various backgrounds to progress more than in the other conditions. Implications for early mathematics instruction and for home-based intervention studies are discussed.

早期数字技能是学习成绩的关键指标，因此，建议从教育开始就着重于他们的教学。幼儿的数字知识也受到家庭计算习惯的强烈影响。这项为期12周的准实验研究测试了教师在幼儿园（4-6岁）实施的基于游戏的干预措施是否可以增强早期的数字技能，以及是否为家庭提供数字游戏带来了附加价值。共有来自46个幼儿园班级的569名儿童被分配到仅在幼儿园玩游戏的第一种治疗条件，或在幼儿园和家里玩游戏的第二种治疗条件，或分配为通常的控制条件。在测试前和测试后收集数值能力的度量，并通过项目响应理论和多层次建模进行分析。结果表明，在幼儿园玩游戏比起对照组，让初中成绩达到平均水平和高于平均水平的孩子进步更大，而在家中提供的游戏则使来自不同背景的低成就者比其他条件下的进步更大。讨论了对早期数学教学和家庭干预研究的意义。同时在家中提供游戏，可以使来自不同背景的低成就者取得比其他条件更大的进步。讨论了对早期数学教学和家庭干预研究的意义。同时在家中提供游戏，可以使来自不同背景的低成就者取得比其他条件更大的进步。讨论了对早期数学教学和家庭干预研究的意义。