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  2. Reader Rabbit Toddler - Wikipedia

    en.wikipedia.org/wiki/Reader_Rabbit_Toddler

    The activities in the game are intended to prepare a child for preschool including number and letter recognition and sequencing, patterns, matching, sorting and basic phonic skills. Difficulty in the game increases with every success made, although the focus is not about getting answers correct but rather learning from incorrect ones. [3]

  3. Reader Rabbit's Reading Development Library - Wikipedia

    en.wikipedia.org/wiki/Reader_Rabbit's_Reading...

    The first two games were developed in October 1995 and the last two were developed in 1996. The products make use of interactive storybooks based on fairy tales to help early readers broaden their reading, vocabulary, writing and word recognition skills. Each number in the title corresponds to the reading level of the reader they are aimed at.

  4. Chicka Chicka 1, 2, 3 - Wikipedia

    en.wikipedia.org/wiki/Chicka_Chicka_1,_2,_3

    The number 0 finally finds his place in the tree and goes to the top, joining with 10 and forming the large number 100 to scare the bumblebees away. Then all the other numbers (including 8 wearing a bandage ) return and climb up the tree again, to cheer for 10 and 0’s bravery.

  5. Reader Rabbit Kindergarten - Wikipedia

    en.wikipedia.org/wiki/Reader_Rabbit_Kindergarten

    The game was the 8th top-selling educational software across nine retail chains (representing more than 40 percent of the U.S. market) in the week ending on January 10, 1998. [4] A March article said the game finished at number 14 in a ranking of the ranking of best-selling educational software. [ 5 ]

  6. Kindergarten readiness - Wikipedia

    en.wikipedia.org/wiki/Kindergarten_readiness

    In general, children are expected to have knowledge of numbers to demonstrate kindergarten readiness. Children generally should be able to count to at least 10, count about 5 objects, demonstrate knowledge of adding or taking away objects, and identify basic shapes, such as triangles, circles, and squares (NCLD, 2006).

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