How Do Numerical and Literacy Stimulations in Mother-Child Interactions Relate to Early Gender Differences in Mathematical Competencies? Empirical Results from the NEPS Newborn Cohort Study

Autor/inn/en	Beier, Loreen; Blossfeld, Hans-Peter
Titel	How Do Numerical and Literacy Stimulations in Mother-Child Interactions Relate to Early Gender Differences in Mathematical Competencies? Empirical Results from the NEPS Newborn Cohort Study
Quelle	In: Large-scale Assessments in Education, 11 (2023), Artikel 7 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beier, Loreen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40536-023-00153-z
Schlagwörter	Numeracy; Literacy; Parent Child Relationship; Mothers; Gender Differences; Simulation; Toddlers + Suchen Sie Ihr Suchwort? Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Geschlechterkonflikt; Simulation program; Simulationsprogramm; Infant; Infants; Toddler; Kleinkind
Abstract	While gender differences in mathematical competencies favoring boys are well researched for school and late Kindergarten age, much less is known about their earlier development. Using data from the NEPS Newborn Cohort study, this paper focuses on 4 year-old children and the effects of the numerical and literacy stimulation during mother-child interactions they received at age 2. After controlling for different domain-specific stimulations, structural characteristics of the children's home learning environment, parental views, important child characteristics, and general educational processes between mother and child, empirical analyses showed small but statistically significant gender differences in mathematical competencies favoring girls. Early domain-specific stimulation in mother-child interactions at age 2 did not offer a good explanation for this math advantage of girls over boys at age 4. Nonetheless, even when 2 year-old girls received numerical stimulation quite similar to that of boys, there was some evidence that girls received a higher input in terms of literacy stimulation, and this is related to the small advantage of girls in mathematical competencies at age 4. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01