Early Learning Activities Matter for Girls' and Boys' Mathematics and Science Achievement. IEA Compass: Briefs in Education. Number 21. Special Issue

Autor/inn/en	Hencke, Juliane; Eck, Matthias; Sass, Justine; Hastedt, Dirk; Meinck, Sabine; Kennedy, Alec; Liu, Tianyi
Institution	International Association for the Evaluation of Educational Achievement (IEA) (Netherlands); United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France)
Titel	Early Learning Activities Matter for Girls' and Boys' Mathematics and Science Achievement. IEA Compass: Briefs in Education. Number 21. Special Issue
Quelle	(2023), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Gender Differences; Parent Participation; Family Environment; Parents as Teachers; Preschool Children; Elementary School Students; Grade 4; Mathematics Achievement; Science Achievement; Preschool Education; Learning Activities; Literacy; Numeracy; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Elternmitwirkung; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernaktivität; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz
Abstract	Using IEA's TIMSS (Trends in International Mathematics and Science Study) 2019 data, this brief examines gender differences in parental involvement with their child's education measured through participation in early home learning activities. We find that engaging children in home learning activities before entering primary school is associated with increased students' fourth-grade mathematics and science achievement, with a significantly larger positive relationship for boys than girls for numeracy activities. Parents engage girls significantly more than boys in early learning activities such as "singing songs, drawing shapes, writing letters and words, saying counting rhymes or singing counting songs, and writing numbers," and only one activity listed on the TIMSS questionnaire where parents engage boys significantly more which is "playing with building blocks and construction toys." The brief concludes with a discussion of the potential policy implications. (As Provided).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01