The Role of Mother's Education and Child Gender for Children's Vocabulary and Math Skills in the Transition from Early Childhood Education and Care to First Grade in Norway

Autor/inn/en	Lenes, Ragnhild; Størksen, Ingunn; McClelland, Megan; Idsøe, Thormod
Titel	The Role of Mother's Education and Child Gender for Children's Vocabulary and Math Skills in the Transition from Early Childhood Education and Care to First Grade in Norway
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 3, S.403-422 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lenes, Ragnhild) ORCID (McClelland, Megan) ORCID (Idsøe, Thormod)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2055101
Schlagwörter	Parent Background; Educational Attainment; Mothers; Child Development; Children; Vocabulary Development; Mathematics Skills; Preschool Education; Grade 1; Gender Differences; Predictor Variables; Foreign Countries; Socioeconomic Status; Preschool Children; Elementary School Students; Norway + Suchen Sie Ihr Suchwort? Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter; Kindesentwicklung; Child; Kind; Kinder; Wortschatzarbeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Geschlechterkonflikt; Prädiktor; Ausland; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Children; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschule; Norwegen
Abstract	Parental education and child gender are related to learning and development during childhood and adolescence. The present study investigated the role of mother's education level and child gender for children's vocabulary and math skills in Norway. Children's vocabulary and math skills were assessed in Early Childhood Education and Care (ECEC) centers (M[subscript age] = 5.8; N = 243, 49.4% girls) and first grade (M[subscript age] = 6.8 years). Results showed that maternal education predicted children's vocabulary and math skills in a play-based ECEC setting. There was a small gender difference (favoring girls) in math skills but not in vocabulary in ECEC. However, maternal education and gender did not significantly predict the change in vocabulary or math skills from ECEC to first grade, and gender did not moderate the relationship between maternal education and academic skills in young Norwegian children. Implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01