Addition in Kindergarten: The Role of Mothers' and Teachers' Language

Autor/inn/en	Hudson, Kesha N.; Coffman, Jennifer L.; Ornstein, Peter A.
Titel	Addition in Kindergarten: The Role of Mothers' and Teachers' Language
Quelle	In: Journal of Cognition and Development, 19 (2018) 1, S.65-86 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2017.1415900
Schlagwörter	Kindergarten; Mothers; Preschool Teachers; Addition; Mathematics Instruction; Elementary Education; Longitudinal Studies; Mathematics Skills; Multiple Regression Analysis; Metacognition; Short Term Memory; Language Usage + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kurzzeitgedächtnis; Sprachgebrauch
Abstract	Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language" (CPL), or instruction that encourages deep levels of processing and metacognition, were related to students' addition skills in kindergarten. The findings indicated that while maternal metamemory talk was associated with children's mathematical competencies at school entry, teachers' use of CPL was associated with the amount of growth that students demonstrated across the year, especially regarding strategy use. The results highlight the need for additional research that examines students' academic trajectories longitudinally as a function of the language to which they are exposed at home and school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01