Family Home Care Providers’ and Parents’ Beliefs and Practices Concerning Mathematics with Young Children^†

How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home?

“…Consistent with previous research (Blevins-Knabe and Musun-Miller 1996;LeFevre et al 2002LeFevre et al , 2009c, parents have a personal bias toward language arts activities, and they report spending more time on literacy than numeracy outcomes. The findings also replicate a growing body of research suggesting that numeracy scores are predicted by parents' mathematics attitudes and experiences (Blevins-Knabe et al 2000), and home numeracy exposure (Huntsinger et al 2000;LeFevre et al 2002LeFevre et al , 2009bPan et al 2006), as early as preschool (Blevins-Knabe and Musun-Miller 1996;Aunio et al 2008). Diary descriptions and laboratory observations confirmed that parents are generally capable of introducing numerical content; but despite clear instructions to incorporate numeracy content, there was a large amount of time (i.e., 25%) where no numeracy content was coded.…”

“…Blevins-Knabe et al (2000) found that parents who reported they enjoyed mathematics spent more time on numeracy activities. However, in this emerging field, and with the absence of a theoretical model to guide or test possibilities, other parent variables (i.e., parent knowledge of mathematical activity content, and the type/quality of parent-child interactions) require further study.…”

Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

“…Although a large body of literature has focused on identifying the role of early teaching of reading, less is known about teaching of mathematics (Blevins-Knabe et al, 2000;BlevinsKnabe & Musun-Miller, 1996;Huntsinger et al, 2000). LeFevre et al (2002) showed that parental teaching about numbers and letters was associated with children's numeracy skills.…”

“…Although children are not expected to master academic skills in kindergarten, some parents tend to teach reading (Evans, Show, & Bell, 2000;Hood, Conlon, & Andrews, 2008;Manolitsis, Georgiou, Stephenson, & Parrila, 2009;Sénéchal, 2006;Torppa, Poikkeus, Laakso, Eklund, & Lyytinen, 2006;Tracey & Young, 2002) and mathematics (Blevins-Knabe, Austin, Musun, Eddy, & Jones, 2000;Blevins-Knabe & Musun-Miller, 1996;Huntsinger, Jose, Larson, & Krieg, 2000;LeFevre, Clarke, & Stringer, 2002) at home even before formal education starts. Much research has focused on kindergarten and primary school children's school-related activities at home, and on their benefits for children's further school achievement and motivation (Griffin & Morrison, 1997; for a review see Pomerantz, Moorman, & Litwack, 2007;Saracho, 2002).…”

Encouragement of Early Academic Skills at Home during Early Childhood Period: Validity and Reliability Study of the EASYC Scale

“…Through these interactions established in the early childhood period, early academic skills such as literacy and math required for the child to learn further are supported [4][5][6][7][8][9][10][11][12][13][14][15]. Literacy skills consist of subordinate skills such as verbal language skills, alphabet knowledge, phonological awareness, vocabulary knowledge, recognition of words beginning with the same tones, recognition of words ending with the same tones, and detection of the word spoken within written words.…”