The objectives of study were: (1) To investigate whether the development of the concept of number can be accelerated in children at ages 4+, 4+ and 6+ after the implementation of a specially designed instructional program. (2) To investigate whether there are any age differences between the three age groups and within the groups at which the concept of number develops after the implementation of the instructional program. (3) To investigate whether there are any differences in children between the socioeconomic levels and within the levels with regard to the development of the concept of number after the implementation of the instructional program. (4) To investigate whether there are any differences between and within the three age levels, and the three SES levels with regard to the power of expression of children using the three modes, namely, Enactive (E), Iconic (I) and Symbolic (S) in the development of the concept of numbers after the implementation of the instructional program. 

The hypotheses of study were: (1) There is no significant differences with regard to the development of the concept of number in relation to the three age levels, and the three SES levels of children included in the study. (2) There would be no change in the age at which the development of the number concept take place. (3) There would be no significant difference between the mean scores of children, 4+, 5+ and 6+ years of age belonging to the three SES levels on the final test with regard to the development of the concept of number. (4) There would be no significant difference between the mean scores of children of the three age groups, belonging to the M’, m’, and L’ SES levels, on the final test with regard to the development of the concept of number. (5) There would be no significant difference between the mean scores related to the expression of children using modes E, I, and S belonging to the three age groups 4+, 5+, and 6+ on the final test with regard to the development of the concept of number. (6) There would be no significant difference with regard to the six areas leading to the development of the concept of number, after the implementation of the H’, M’ and L’ SES level with regard to each of the six areas leading to the development of the concept of number after the implementation of the instructional program. 

Three age levels were 4+, 5+ and 6+ and the three SES levels were higher, middle and lower respectively. Sample comprised of 135 students of MIT and BVB schools of Pune’s urban areas. The entire sample was divided into six groups. The instruction program was conducted for each of the six groups separately during the morning in school working days.

The instructional program was based on logical operations as proposed by Piaget and Bruner.

For the study an experimental method involving a 3 X 3 multi-functional randomized group design was used.

Evaluation was based on summative and formative approach. Data was analyzed by using ANOVA and Scheffe test. 

The findings of study were: (1) There were significant difference with regard to the development of the concept of number in relation to the three age levels and the three SES levels of children involved in the study. (2) According to Piaget, the development of the concept of number comes around the age of 7+. In the study it was found that the specially designed instructional program helped to accelerate the development of the number concept, i.e. by lowing the age from 6+ to 5+. (3) All the three SES levels children have benefited from the instructional program. (4) Between three modes of representation, mode Enactive (E), and Iconic (I) were used by the samples with equal efficiency. However, Symbolic (S) mode lagged behind Enactive (E), and Iconic (I) modes. This was found in all the three age levels and in the three SES levels.