Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement

Autor/inn/en	Casey, Beth M.; Lombardi, Caitlin M.; Thomson, Dana; Nguyen, Hoa Nha; Paz, Melissa; Theriault, Cote A.; Dearing, Eric
Titel	Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement
Quelle	In: Child Development, 89 (2018) 1, S.156-173 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12676
Schlagwörter	Number Concepts; Mathematics Instruction; Mathematics Achievement; Young Children; Parent Child Relationship; Grade 1; Preschool Children; Predictor Variables; Mothers; Toddlers + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Mother; Mutter; Infant; Infants; Toddler; Kleinkind
Abstract	The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4.5 and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = 0.45) and first-grade math (d = 0.49), controlling for other forms of numerical support (identifying numerals, one-to-one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01