Maternal Cognitive Guidance and Early Education and Care as Precursors of Mathematical Development at Preschool Age and in Ninth Grade

Autor/inn/en	Sorariutta, Anne; Silvén, Maarit
Titel	Maternal Cognitive Guidance and Early Education and Care as Precursors of Mathematical Development at Preschool Age and in Ninth Grade
Quelle	In: Infant and Child Development, 27 (2018) 2, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sorariutta, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2069
Schlagwörter	Mothers; Parent Child Relationship; Mathematics Skills; Preschool Children; Child Development; Personal Autonomy; Spatial Ability; Grades (Scholastic); Mathematics Achievement; Grade 9; Play; Child Care; Longitudinal Studies; Path Analysis; Educational Background; Educational Quality; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Individuelle Autonomie; Räumliches Vorstellungsvermögen; Notenspiegel; Mathmatics sikills; Mathematical ability; School year 09; 9. Schuljahr; Schuljahr 09; Spiel; Kinderfürsorge; Kinderbetreuung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pfadanalyse; Vorbildung; Quality of education; Bildungsqualität
Abstract	Finnish students' international success in mathematics has been largely explained by the high-quality compulsory basic education system, while increasing evidence suggests that early childhood contexts can also promote development long before formal instruction begins. This study examined, in a sample of 66 mother-infant dyads, 2 early contextual precursors of later mathematical development at preschool age and at the end of comprehensive school. The path analyses showed that maternal autonomy support and scaffolding observed during joint play interactions in infancy, and time spent in various care contexts beyond infancy contributed more to variation in numerical skills than spatial skills tested at preschool age. Maternal autonomy supportive behaviours were related to differences in mathematics and other school grades collected in ninth grade, even after controlling for time spent in various care contexts. Moreover, joint play interactions mediated the relation between mothers' education and children's mathematical outcomes. The findings are discussed in relation to why early developmental contexts can provide an advantageous base for children's mathematical achievement in a society with a high-quality education system. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01