Preschoolers' Broad Mathematics Experiences with Parents during Play

Autor/inn/en	Zippert, Erica L.; Douglas, Ashli-Ann; Smith, Michele; Rittle-Johnson, Bethany
Titel	Preschoolers' Broad Mathematics Experiences with Parents during Play
Quelle	(2020), (57 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zippert, Erica L.) ORCID (Douglas, Ashli-Ann) ORCID (Smith, Michele) ORCID (Rittle-Johnson, Bethany) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Children; Parents; Parent Child Relationship; Knowledge Level; Numeracy; Early Experience; Play; Spatial Ability; Pattern Recognition; Mathematics Activities; Mathematics Achievement; Mathematics Skills; Cognitive Development; Intelligence Tests; Parent Participation; Child Behavior; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Wissensbasis; Rechenkompetenz; Frühbeginn; Spiel; Räumliches Vorstellungsvermögen; Mustererkennung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Kognitive Entwicklung; Intelligence test; Intelligenztest; Elternmitwirkung
Abstract	The current study broadens our understanding of preschoolers' early math experiences with parents, recognizing that math knowledge and experiences are inclusive of numeracy as well as non-numeracy domains. Parents and preschoolers (N = 45) were observed exploring three domains of early mathematics knowledge (i.e., number, space, and pattern) during play in three activities (playing cards, building with blocks, and stringing beads, all with activity suggestions). Children were administered a broad math and numeracy measure, and individual measures of spatial and patterning skills concurrently and 7 months later. Dyads explored math broadly across most activities, but emphasized number more than space or patterning. In addition, there was more overall math exploration during card and bead play than block play, with the greatest parent support during card play. Parent support was not linked to children's skills, although children's exploration of space and patterns related moderately to their concurrent spatial and pattern skills. Overall, parents and young children explored a variety of early math domains in guided play contexts, with an emphasis on numeracy. Future work should aim to increase the breadth and rigor of individual concepts that parents and preschoolers explore during play. [This paper was published in "Journal of Experimental Child Psychology" v192 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01