How Do Low-Income Chilean Parents Support Their Preschoolers' Writing and Math Skills in a Grocery Game?

Autor/in	Leyva, Diana
Titel	How Do Low-Income Chilean Parents Support Their Preschoolers' Writing and Math Skills in a Grocery Game?
Quelle	In: Early Education and Development, 30 (2019) 1, S.114-130 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1540250
Schlagwörter	Foreign Countries; Low Income Groups; Parents; Preschool Children; Writing Skills; Mathematics Skills; Games; Parent Child Relationship; Literacy; Longitudinal Studies; Kindergarten; Parent Influence; Chile (Santiago); Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Ausland; Eltern; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Game; Spiel; Spiele; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study examined how parents supported children's writing and math and whether parents' support predicted children's academic skills from the beginning of pre-kindergarten to the end of kindergarten. Two hundred ten Chilean parents from low-income households were observed playing a grocery game with their preschoolers (M = 53 months). The grocery game (a game where dyads make a grocery list together and shop at a pretend store) could be used to foster writing and mathematics. Coders noted how often parents engaged in writing support, provided math support, and displayed directiveness (i.e., taking over the child's activity). Children's literacy and math skills were assessed at the beginning of pre-kindergarten and the end of kindergarten. Research Findings. Parents engaged in little writing support but displayed moderate levels of math support and high levels of directiveness in the grocery game. Parents' math support uniquely predicted gains in children's math skills, while parents' directiveness negatively predicted gains in children's literacy skills. Practice or Policy. Results from this study have the potential to inform parent-focused interventions. Findings highlight the need to provide parents with specific strategies to support their children's literacy and math development and guidance about embedding these strategies into family routines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01