Minor Changes, Big Differences? Effects of Manipulating Play Materials on Parental Math Talk

Autor/inn/en	Lu, Linxi; Vasilyeva, Marina; Laski, Elida V.
Titel	Minor Changes, Big Differences? Effects of Manipulating Play Materials on Parental Math Talk
Quelle	In: Developmental Psychology, 59 (2023) 7, S.1283-1299 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Linxi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001550
Schlagwörter	Play; Mathematics Instruction; Parent Child Relationship; Child Development; Comparative Analysis; Foreign Countries; Preschool Children; Toys; Retailing; Food; Educational Games; Arithmetic; China + Suchen Sie Ihr Suchwort? Spiel; Mathematics lessons; Mathematikunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Toy; Spielzeug; Warenwirtschaft; Lebensmittel; Educational game; Lernspiel; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Given the established role of parental talk in the growth of math knowledge in preschoolers, there has been an increasing focus on identifying ways to promote parental math talk at this stage of child development. The current study investigated how parental math talk is affected by features of play materials and contexts. The features were manipulated along two dimensions: homogeneity (whether the toys were unique or included identical sets) and boundedness (whether the number of toys was restricted). Parent-child dyads (n = 75, child's age: 4-6) from China were randomly assigned to one of three experimental conditions: unique objects-unbounded range, homogeneous sets-unbounded range, and homogeneous sets-bounded range. In all conditions, dyads played games in two contexts that varied in the extent to which they were typically associated with math-party preparation and grocery shopping. As expected, more parental math talk was observed in the grocery shopping than in the party preparation context. Importantly, the manipulation of features within context also affected the amount and nature of parental math talk: homogeneity increased absolute magnitude talk, and boundedness increased relative magnitude talk. The results provide support for the cognitive alignment framework, underscoring the importance of aligning the features of materials with targeted concepts and demonstrating the possibility of impacting parental math talk through small manipulations of play materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01