Causal Effects of Parent Number Talk on Preschoolers' Number Knowledge

Autor/inn/en	Gibson, Dominic J.; Gunderson, Elizabeth A.; Levine, Susan C.
Titel	Causal Effects of Parent Number Talk on Preschoolers' Number Knowledge
Quelle	In: Child Development, 91 (2020) 6, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gibson, Dominic J.) ORCID (Gunderson, Elizabeth A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13423
Schlagwörter	Preschool Children; Parent Influence; Numbers; Numeracy; Reading Aloud to Others; Picture Books + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zahlenraum; Rechenkompetenz; Picture book; Bilderbuch
Abstract	Individual differences in children's number knowledge arise early and are associated with variation in parents' number talk. However, there exists little experimental evidence of a causal link between parent number talk and children's number knowledge. Parent number talk was manipulated by creating picture books which parents were asked to read with their children every day for 4 weeks. N=100 two- to four-year olds and their parents were randomly assigned to read either Small Number (1-3), Large Number (4-6), or Control (non-numerical) books. Small Number books were particularly effective in promoting number knowledge relative to the Control books. However, children who began the study further along in their number development also benefited from reading the Large Number Books with their parents. (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