Parent-Child Math Talk about Fractions during Formal Learning and Guided Play Activities

Autor/inn/en	Eason, Sarah H.; Ramani, Geetha B.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01