Early Home Learning Support and Home Mathematics Environment as Predictors of Children's Mathematical Skills between Age 4 and 6: A Longitudinal Analysis Using Video Observations and Survey Data

Autor/inn/en	Zhao, Yiran Vicky; Gibson, Jenny Louise
Titel	Early Home Learning Support and Home Mathematics Environment as Predictors of Children's Mathematical Skills between Age 4 and 6: A Longitudinal Analysis Using Video Observations and Survey Data
Quelle	In: Child Development, 94 (2023) 6, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gibson, Jenny Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13971
Schlagwörter	Family Environment; Mathematics Education; Predictor Variables; Mathematics Skills; Children; Longitudinal Studies; Video Technology; Foreign Countries; Parent Child Relationship; Mathematics Achievement; Germany + Suchen Sie Ihr Suchwort? Familienmilieu; Mathematische Bildung; Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics sikills; Mathematical ability; Deutschland
Abstract	This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent-child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes. (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