The importance of home numeracy environment in preschoolers’ spontaneous focusing on numerosity: A mediation study

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-04-09 DOI:10.1016/j.ecresq.2024.04.002

Chelsie Mak , Joey Tang , Winnie Wai Lan Chan

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引用次数: 0

Abstract

Home numeracy environment encompasses both home provision of numeracy activities for preschool children as well as parental attitudes toward mathematics. The present study investigated the mediating role of home numeracy activities in the relationship between parental academic expectations for their children and children's spontaneous focusing on numerosity (SFON). A total of 176 parent-child dyads from Hong Kong participated in the study where children were tested on their SFON tendency, while parents completed a questionnaire on home numeracy environment which included measures on both home numeracy activities and parental expectations for their children on numeracy performance. Our results revealed, for the first time, a mediating role of home numeracy activities—specifically operational activities—in the relationship between parental expectations for their children on numeracy performance and their children's SFON tendency. The present findings highlight the importance of a nurturing home numeracy environment on preschoolers’ SFON tendency, which has potentially far-reaching significance on children's math achievement in later years.

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家庭算术环境对学龄前儿童自发关注数字的重要性：中介研究

家庭算术环境既包括家庭为学龄前儿童提供的算术活动，也包括家长对数学的态度。本研究探討了家庭數學活動在父母對子女的學業期望與子女自發專注數學能力（SFON）之間的中介作用。共有 176 对来自香港的亲子组合参与了这项研究，其中儿童接受了自发专注于计算倾向的测试，而父母则填写了一份有关家庭计算环境的问卷，其中包括家庭计算活动和父母对子女计算成绩期望的测量。我们的研究结果首次揭示了家庭算术活动（尤其是操作活动）在父母对子女算术成绩的期望与子女自闭倾向之间的中介作用。本研究结果凸显了良好的家庭算术环境对学龄前儿童自负倾向的重要性，这对儿童日后的数学成就可能具有深远的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.