Maternal Support of Children's Math Learning in Associations between Family Income and Math School Readiness

Autor/inn/en	Lombardi, Caitlin M.; Dearing, Eric
Titel	Maternal Support of Children's Math Learning in Associations between Family Income and Math School Readiness
Quelle	In: Child Development, 92 (2021) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lombardi, Caitlin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13436
Schlagwörter	Mothers; Toddlers; Parent Child Relationship; Mathematics Skills; Computation; Spatial Ability; School Readiness; Family Income; Barriers; Correlation + Suchen Sie Ihr Suchwort? Mother; Mutter; Infant; Infants; Toddler; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Räumliches Vorstellungsvermögen; Readiness for school; School ability; Schulreife; Familieneinkommen; Korrelation
Abstract	This study examined maternal support of children's math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children's counting and calculation skills at 4½ and 6-7 years. Family income was associated with this measure of children's math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children's numerical skills at 36 months. Maternal support of children's spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support. (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