Exploring Opportunities for Math Learning within Parent-Infant Interactions

Autor/inn/en	Leech, Kathryn A.; Herbert, Kaitlin; Yang, Qianru Tiffany; Rowe, Meredith L.
Titel	Exploring Opportunities for Math Learning within Parent-Infant Interactions
Quelle	In: Infant and Child Development, 31 (2022) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leech, Kathryn A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2271
Schlagwörter	Parent Child Relationship; Toddlers; Infants; Interpersonal Communication; Mathematics; Knowledge Level; Socioeconomic Status; Parent Attitudes; Child Development; Gender Differences; Play; Mathematical Concepts; Numbers; Language Usage + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Infants; Toddler; Kleinkind; Toddlers; Interpersonale Kommunikation; Mathematik; Wissensbasis; Socio-economic status; Sozioökonomischer Status; Elternverhalten; Kindesentwicklung; Geschlechterkonflikt; Spiel; Zahlenraum; Sprachgebrauch
Abstract	Children's mathematical knowledge at school entry varies considerably and predicts long-term achievement outcomes. Differences in children's exposure to math and number talk at home may help to explain variations in school-entry math ability. However, nearly all research on exposure to math and number talk has been conducted with parents and preschool-aged children. This longitudinal study examined to what extent parents talk about math with their 10-, 14- and 18-month infants during play. Additional analyses examined factors to explain variation in parent math talk at the family level (socio-economic status), parent level (beliefs about children's mathematical development) and child level (gender). Transcripts of dyadic play sessions were coded for references to numbers and math concepts (e.g., first, many, more). It was found that parents do talk about numbers and math concepts with infants, albeit rarely, and such language increases in frequency and complexity over time. Parents use more statements than questions about math, and most often reference small-number terms (1-3). Neither socio-economic status nor beliefs were predictive of parental math talk. However, parents used significantly more math references over time with boys than girls. The results are discussed in terms of the importance of social interactions during infancy in fostering children's mathematical knowledge. (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