Children's Spontaneous Focus on Number before and after Guided Parent-Child Interactions in a Children's Museum

Autor/inn/en	Braham, Emily J.; Libertus, Melissa E.; McCrink, Koleen
Titel	Children's Spontaneous Focus on Number before and after Guided Parent-Child Interactions in a Children's Museum
Quelle	In: Developmental Psychology, 54 (2018) 8, S.1492-1498 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000534
Schlagwörter	Museums; Parent Child Relationship; Control Groups; Mathematics Achievement; Individual Differences; Numbers; Play; Numeracy; Correlation; Preschool Children; Prediction; Retailing; Purchasing; Food; Mathematics Skills; Health Behavior; Eating Habits; Pretests Posttests; Informal Education; New York (New York) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Individueller Unterschied; Zahlenraum; Spiel; Rechenkompetenz; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorhersage; Warenwirtschaft; Beschaffungswesen; Kauf; Lebensmittel; Mathematics ability; Health behaviour; Gesundheitsverhalten; Ernährungsgewohnheit; Essgewohnheit; Informelle Bildung; Nichtformale Bildung
Abstract	Little is known about whether and how parents can foster their children's spontaneous focus on number, an unprompted measure of attention to small numbers of objects that predicts later math achievement. In the current study, we asked 54 preschool-aged children and their parents to play together in a children's museum exhibit using either a numerical prompt or a nonnumerical prompt (control condition). Before and after playing with their parent, children completed assessments to measure individual differences in their tendency to spontaneously focus on number. After playing with their parent, children whose parents received the numerical prompt showed greater spontaneous focus on number compared to children whose parents received the control prompt. These findings suggest that when parents interact in an informal play setting with their children in ways that involve numerical content, it sharpens children's later spontaneous attention to numerical information. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01