Exploring Effects of an Early Math Intervention: The Importance of Parent-Child Interaction

Autor/inn/en	Ribner, Andrew; Silver, Alex M.; Elliott, Leanne; Libertus, Melissa E.
Titel	Exploring Effects of an Early Math Intervention: The Importance of Parent-Child Interaction
Quelle	In: Child Development, 94 (2023) 2, S.395-410 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ribner, Andrew) ORCID (Silver, Alex M.) ORCID (Elliott, Leanne) ORCID (Libertus, Melissa E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13867
Schlagwörter	Parent Education; Mathematics Skills; Numbers; Games; Teaching Methods; Mathematics Instruction; Preschool Children; Skill Development; Program Effectiveness; Parent Child Relationship; Interaction + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Zahlenraum; Game; Spiel; Spiele; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion
Abstract	We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent-child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general trivia, or a no-training control condition and asked to play twice weekly for 8 weeks. Children in the number game condition gained over 15% SD on an assessment of mathematical skill than did those in the no-training control. After 8 additional weeks without training, effects diminished; however, children of parents in the ANS condition underperformed those in the no-treatment control, which was partially explained by changes in the home numeracy environment. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01