The Contribution of Parent-Child Numeracy Activities to Young Chinese Children's Mathematical Ability

Autor/inn/en	Huang, Qi; Zhang, Xiao; Liu, Yingyi; Yang, Wen; Song, Zhanmei
Titel	The Contribution of Parent-Child Numeracy Activities to Young Chinese Children's Mathematical Ability
Quelle	In: British Journal of Educational Psychology, 87 (2017) 3, S.328-344 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12152
Schlagwörter	Foreign Countries; Parent Child Relationship; Numeracy; Young Children; Mathematics Skills; Parent Influence; Parents as Teachers; Predictor Variables; Measures (Individuals); Regression (Statistics); Mathematics Activities; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rechenkompetenz; Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Prädiktor; Messdaten; Regression; Regressionsanalyse; Hongkong
Abstract	Background: A growing body of recent research has shown that parent-child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers' involvement in such activities. Aims: This study aimed to examine both mother-child and father-child numeracy activities in Hong Kong Chinese families and both parents' unique roles in predicting young Chinese children's mathematics ability. Sample: A sample of 104 Hong Kong Chinese children aged approximately 5 years and their mothers and fathers participated in this study. Methods: Mothers and fathers independently reported the frequency of their own numeracy activities with their children. Children were assessed individually using two measures of mathematical ability. Hierarchical regression models were used to investigate the contribution of parent-child numeracy activities to children's mathematical ability. Results: Mothers' participation in number skill activities and fathers' participation in number game and application activities significantly predicted their children's mathematical performance even after controlling for background variables and children's language ability. Conclusions: This study extends previous research with a sample of Chinese kindergarten children and shows that parent-child numeracy activities are related to young children's mathematical ability. The findings highlight the important roles that mothers and fathers play in their young children's mathematical learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01