Chinese Preschool Children's Home Numeracy Experiences and their Mathematical Abilities

被引：4
|
作者：
Pan, Yuejuan [1 ]
Hu, Bi Ying [2 ]
Hunt, Jessica [3 ]
Wu, Zhongling [4 ]
Chen, Yuewen [2 ]
He, Mengyang [5 ]
机构：
[1] Beijing Normal Univ, Beijing, Peoples R China
[2] Univ Macau, Macau, Peoples R China
[3] North Carolina State Univ, Raleigh, NC USA
[4] Shandong Normal Univ, Jinan, Peoples R China
[5] Fujian Normal Univ, Fuzhou, Peoples R China
来源：
JOURNAL OF EARLY CHILDHOOD RESEARCH | 2023年 / 21卷 / 01期
关键词：
Chinese parents; formal and informal math activities; home numeracy experience; mathematical ability; preschool children; LEARNING-ENVIRONMENT; SCHOOL READINESS; ACADEMIC-ACHIEVEMENT; LITERACY; SKILLS; AGE; COMPETENCE; KNOWLEDGE; EDUCATION; AMERICAN;
D O I：
10.1177/1476718X221125583
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of the present study was to examine the association between Chinese preschool children's home numeracy experiences and their mathematical abilities. The parents of 515 4- to 5-year-old preschool children reported their frequency of participation in home numeracy activities, and the children were assessed on their math ability. The results revealed that the parents engaged in both formal and informal math activities at home. Family socioeconomic status showed significant positive correlations with number game and number application activities. Parental involvement in number skills activities positively predicted young children's formal and informal math ability, while number application activities positively predicted young children's informal math ability. These results suggest that parents should pay attention to both formal and informal activities in support of their children's math learning at home.
引用
收藏
页码：31 / 45
页数：15
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