Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6: A longitudinal analysis using video observations and survey data.

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Published version
Repository DOI

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Authors
Zhao, Yiran Vicky 
Gibson, Jenny Louise  ORCID logo  https://orcid.org/0000-0002-6172-6265
Abstract

This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent-child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes.

Description

Funder: Cambridge Trust; doi: http://dx.doi.org/10.13039/501100003343


Funder: LEGO Foundation; doi: http://dx.doi.org/10.13039/100018325

Keywords
Male, Female, Humans, Child, Preschool, Child, Longitudinal Studies, Learning, Mathematics, Parent-Child Relations, Surveys and Questionnaires
Journal Title
Child Dev
Conference Name
Journal ISSN
0009-3920
1467-8624
Volume Title
Publisher
Wiley