Literaturnachweis - Detailanzeige
Autor/inn/en | Eason, Sarah H.; Ramani, Geetha B. |
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Titel | Parent-Child Math Talk about Fractions during Formal Learning and Guided Play Activities |
Quelle | In: Child Development, 91 (2020) 2, S.546-562 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.13199 |
Schlagwörter | Parent Child Relationship; Young Children; Mathematics Instruction; Parent Attitudes; Interpersonal Communication; Toys; Manipulative Materials; Play; Teaching Methods; Learning Activities; Preschool Children; Fractions Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühe Kindheit; Mathematics lessons; Mathematikunterricht; Elternverhalten; Interpersonale Kommunikation; Toy; Spielzeug; Hilfsmittel; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bruchrechnung |
Abstract | This study examined parent-child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Parents rated the formal learning and guided play activities as equally supportive of math learning, but rated the guided play activity as more enjoyable than the formal learning activity. The findings have implications for how parents should be encouraged to support preschoolers' math learning. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |