Relations between Parental Math Beliefs and Emergent Math Skills among Preschoolers from Low-Income Households

Autor/inn/en	Keating, Micaela; Harmon, Trina; Arnold, David H.
Titel	Relations between Parental Math Beliefs and Emergent Math Skills among Preschoolers from Low-Income Households
Quelle	In: Early Child Development and Care, 192 (2022) 9, S.1359-1367 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1881076
Schlagwörter	Parent Attitudes; Mathematics; Preschool Children; Low Income; Childhood Interests; Mathematics Achievement; Parent Influence; Parents as Teachers; Massachusetts + Suchen Sie Ihr Suchwort? Elternverhalten; Mathematik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Master-Studiengang
Abstract	We examined how parent math attitudes and practices relate to emergent math skills in 72 preschoolers from low-income households. Specifically, we investigated parents' views about the importance of math learning, their confidence in teaching math, their perceptions of child interest in math, and their time spent engaging their child in math activities. For comparison, we also investigated these attitudes and practices surrounding preliteracy development. Parents rated math as significantly less important than reading and perceived their children as being significantly less interested in math than reading. Reports of confidence in teaching math and perceptions of child interest in math were positively related to time spent engaging preschoolers in math activities. In turn, global reports of time spent engaging preschoolers in math activities were positively related to preschoolers' actual math achievement. These findings strengthen the case that parental beliefs surrounding math predict practices associated with early math development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01