Parent-Child Mathematical Interactions: Examining Self-Report and Direct Observation

Autor/inn/en	Missall, Kristen N.; Hojnoski, Robin L.; Moreano, Ginna
Titel	Parent-Child Mathematical Interactions: Examining Self-Report and Direct Observation
Quelle	In: Early Child Development and Care, 187 (2017) 12, S.1896-1908 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1193731
Schlagwörter	Mathematics Instruction; Parent Child Relationship; Preschool Children; Mathematics Activities; Family Environment; Play; Interaction; Mathematics Skills; Correlation; Toys; Questionnaires; Likert Scales; Coding; Observation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Spiel; Interaktion; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Toy; Spielzeug; Fragebogen; Likert-Skala; Codierung; Programmierung; Beobachtung
Abstract	Variability in children's early-learning home environments points to the need to better understand specific mechanisms of early mathematical development. We used a sample of 66 parent-preschool child dyads to describe parent-reported mathematical activities in the home and observed parent-child mathematical activities in a semi-structured play session. Data were examined to better understand the two methods of assessing the context of parent-child interactions related to mathematics. Parents reported engaging in a range of mathematical activities about 3-5 times per week, on average. Results from observed interactions indicated that parents engaged in math content/concept interactions in 32.5% of all observed intervals and children engaged in math content/concept interactions in 24.2% of all observed intervals. Although observed parent and child math content interactions were highly correlated, observed parent and child mathematical interactions were not correlated with parent-reported math activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01