Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers

被引：9

作者：

Bonifacci, Paola ^{[1
]}

Trambagioli, Nicole ^{[1
]}

Bernabini, Luca ^{[1
]}

Tobia, Valentina ^{[2
,3
]}

机构：

[1] Univ Bologna, Dept Psychol, Viale Berti Pichat 5, I-40127 Bologna, Italy

[2] Univ Vita Salute San Raffaele, Fac Psychol, Via Olgettina 58, I-20132 Milan, Italy

[3] Univ Vita Salute San Raffaele, Child Mind Lab, Via Olgettina 58, I-20132 Milan, Italy

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2022年 / 37卷 / 03期

关键词：

Literacy; Numeracy; Predictors; Memory; Home environment; Preschoolers; WORKING-MEMORY; EXECUTIVE FUNCTION; LONGITUDINAL PREDICTORS; ARITHMETIC DEVELOPMENT; SCHOOL READINESS; LANGUAGE-SKILLS; SHORT-TERM; PHONOLOGICAL AWARENESS; INDIVIDUAL-DIFFERENCES; PARENTAL INVOLVEMENT;

D O I：

10.1007/s10212-021-00528-2

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months +/- 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy (vocabulary, phonological awareness, letter knowledge) and numeracy (magnitude comparison, number knowledge) skills. The structural equation model indicated that verbal working memory and, to a lesser extent, inhibition represented cross-domain predictors, whereas home numeracy activities and visuo-spatial working memory explained additional variance only for early numeracy skills. Implications for parents and educators are discussed.

引用

页码：681 / 705

页数：25

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