Parent-Child Number Application Activities Predict Children's Math Trajectories from Preschool to Primary School

Autor/inn/en	Zhang, Xiao; Hu, Bi Ying; Zou, Xinzhuo; Ren, Lixin
Titel	Parent-Child Number Application Activities Predict Children's Math Trajectories from Preschool to Primary School
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1521-1531 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xiao) ORCID (Zou, Xinzhuo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000457
Schlagwörter	Parent Child Relationship; Mathematics Activities; Mathematics Achievement; Prediction; Mathematics Skills; Preschool Children; Elementary School Students; Grade 1; Informal Education; Informal Assessment; Parent Participation; Foreign Countries; China + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage; Mathematics ability; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Informelle Bildung; Nichtformale Bildung; Elternmitwirkung; Ausland
Abstract	This study (N=196) examined the extent to which the frequency of parent-child math activities in preschool was associated with children's developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were tested individually on their formal (i.e., math knowledge that involves verbal or written symbolism, such as rote counting and written computation) and informal (i.e., object-based numeration and operations, such as number line concepts and object-based calculation) math skills from preschool to first grade. The results showed that the frequency of parent-child formal math activities, including number skill and book activities, was not associated with children's formal or informal math trajectories. In contrast, the frequency of informal math activities, including number game and application activities, was associated with formal math skill levels in preschool. More important, parental involvement in application activities in preschool significantly predicted the rate of growth in formal math skills through first grade. This predictive relation persisted after controlling for the other three types of math activities and other child- and family-level variables. The findings underscore the importance of early parent-child application activities in engendering possible long-term effects on children's math skill development. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01