Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood

Autor/inn/en	Elliott, Leanne; Zheng, Peter; Libertus, Melissa
Titel	Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood
Quelle	In: Education Sciences, 11 (2021), Artikel 541 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Elliott, Leanne) ORCID (Libertus, Melissa)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Individual Differences; Parent Attitudes; Parent Role; Numeracy; Emergent Literacy; Young Children; Family Environment; Family Income; Socioeconomic Status; Educational Attainment; Psychological Characteristics; Enrichment Activities; Gender Differences; Age Differences; Correlation + Suchen Sie Ihr Suchwort? Individueller Unterschied; Elternverhalten; Parental role; Elternrolle; Rechenkompetenz; Frühleseunterricht; Frühe Kindheit; Familienmilieu; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut; Bereicherungsprogramm; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation
Abstract	Past research has examined parental support for children's math and reading skills in the early years through parents' reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n = 259; 103 males) collected through Amazon's Mechanical Turk to examine dimensions of parental enrichment in both support for literacy and numeracy skills at home. Additionally, we examine how socioeconomic resources as well as parental beliefs relate to these dimensions of the home literacy and home numeracy environment. Factor analyses revealed two dimensions of literacy activities (i.e., passive and active literacy activities) and three dimensions of numeracy activities (i.e., numeracy applications, basic numeracy, and written numeracy activities). Income was positively associated with active literacy activities, whereas parents' educational attainment was negatively associated with active literacy activities and written numeracy activities. Additionally, parental beliefs, including their beliefs about the importance of literacy and math skills as well as their perceived responsibility for teaching their children reading, math, and language skills, related to home literacy and numeracy activities in distinctive ways. These results suggest that future research should explore parental enrichment practices with greater nuance, particularly when examining associations with socioeconomic status. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01