Distinct Pathways from Parental Beliefs and Practices to Children's Numeric Skills

Autor/inn/en	Vasilyeva, Marina; Laski, Elida; Veraksa, Aleksandr; Weber, Lindsey; Bukhalenkova, Daria
Titel	Distinct Pathways from Parental Beliefs and Practices to Children's Numeric Skills
Quelle	In: Journal of Cognition and Development, 19 (2018) 4, S.345-366 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1483371
Schlagwörter	Parent Attitudes; Beliefs; Mathematics Skills; Academic Achievement; Preschool Children; Preschool Education; Kindergarten; Numeracy; Arithmetic; Skill Development; Parent Influence; Family Environment; Foreign Countries; Intelligence Tests; Parent Role; Russia (Moscow); Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Elternverhalten; Belief; Glaube; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kompetenzentwicklung; Qualifikationsentwicklung; Familienmilieu; Ausland; Intelligence test; Intelligenztest; Parental role; Elternrolle
Abstract	It is imperative to identify contextual factors contributing to the development of early math skills, considering their role in later academic achievement. To pursue this goal, the present study investigated the paths connecting parental beliefs and practices during the preschool years to children's numeric skills at the end of kindergarten (N = 98). Results were consistent with theoretical predictions of specific relations between particular types of parental input and different aspects of number knowledge. Direct math learning activities mediated the relation between parental beliefs and children's "number identification skills." Daily activities involving quantitative components mediated the relation between parental beliefs and children's "numerical magnitude understanding." Both types of activities predicted "arithmetic skills" that integrate the basic aspects of symbolic number knowledge. These findings contribute to developmental theory by specifying how characteristics of children's environments are related to particular aspects of their development, which is critical for informing intervention work to improve early math skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01