The contribution of parent–child numeracy activities to young Chinese children's mathematical ability

Huang, Qi; Zhang, Xiao; Liu, Yingyi; Yang, Wen; Song, Zhanmei

doi:10.1111/bjep.12152

Cited by 49 publications

(63 citation statements)

References 53 publications

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“…Notably, the present study identified an aspect of fathers' home numeracy activities that made a unique contribution to their children's early number competency, that is, applications of numbers in everyday life. This finding is consistent with Huang et al's () recent work showing that fathers' informal numeracy activities were associated with their children's calculation skills. In contrast to prior studies showing the positive role of formal numeracy activities, the present study did not reveal any relations between formal activities and very young Chinese children's number skills.…”

Section: Discussionsupporting

confidence: 92%

“…The results of this study further showed that parents' reported engagement in home numeracy activities made a significant contribution to their children's mathematics outcomes, which is consistent with prior work from other countries (Huang et al, ; Kleemans et al, ; Kleemans et al, ; LeFevre et al, ; Skwarchuk et al, ). Moreover, our findings have extended previous research regarding how fathers play a role in enhancing their children's academic learning (Baker, ; Baker, ; Baker, Vernon‐Feagans, & Family Life Project Investigators, ).…”

Section: Discussionsupporting

confidence: 90%

“…Within parent–child interactions, there are a variety of events and activities, either intentional (explicit) or unintentional (implicit), that involve numeracy knowledge (Zhou et al, ). These home numeracy activities have been found to be beneficial for children's development of early mathematics knowledge such as counting, number cognition, and calculation (Huang, Zhang, Liu, Yang, & Song, ; Kleemans, Peeters, Segers, & Verhoeven, ; Kleemans, Segers, & Verhoeven, ; LeFevre et al, ; Niklas & Schneider, ; Skwarchuk, Sowinski, & LeFevre, ). In low‐income families, home numeracy activities can even play a positive role in compensating for children's disadvantages arising from limited family resources (Galindo & Sonnenschein, ).…”

Section: Introductionmentioning

confidence: 99%

“…Categorizations of home numeracy activities differ across researchers (Huntsinger, Jose, Liaw, & Ching, ). In the present study, we use the categorization by LeFevre et al () because it has been widely used in the literature (e.g., Huang et al, ; LeFevre, Polyzoi, Skwarchuk, Fast, & Sowinski, ).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The unique role of father–child numeracy activities in number competence of very young Chinese children

Liu

Xiao

Song

et al. 2019

Infant and Child Development

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Based on a sample of 109 Hong Kong nursery children aged approximately 3 years and their parents, this study investigated how Chinese parents contributed to their very young children's mathematics achievement and disentangled mothers' and fathers' roles. Fathers and mothers were asked to independently report the frequencies of their own engagement in a range of numeracy activities with their children. Children were tested individually on their numeracy competencies. The results showed that fathers reported higher frequencies of engagement in number game activities than mothers. Further, fathers' reported use of real‐life applications to teach number knowledge was a significant predictor of their children's number knowledge above and beyond the child's age, gender, parental education, and family income. More importantly, this predictive relation was independent of mothers' effects. The findings highlight the importance of paternal involvement for very young Chinese children's number learning. Practical implications are discussed. Highlights This study examines mother‐child and father‐child numeracy activities in relation to Chinese young children's number knowledge. Fathers are involved in more number game activities with their children than were mothers. Fathers' use of real‐life applications to teach number knowledge is a significant predictor of their children's number knowledge.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The unique role of father–child numeracy activities in number competence of very young Chinese children

Liu

Xiao

Song

et al. 2019

Infant and Child Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…Although relevant research is limited, there is growing evidence showing the positive role of home numeracy activities in Chinese preschoolers’ mathematics learning. For instance, Huang, Zhang, Liu, Yang, and Song () found that higher levels of maternal participation in number skill activities and paternal participation in number game and application activities were related to better mathematical performance among Hong Kong preschool children. Zhou et al.…”

Section: The Role Of Family‐level Variables In Young Chinese Childrenmentioning

confidence: 99%

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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This chapter addresses how child‐, family‐, and school‐level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school‐ and classroom‐level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.

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Father–child literacy teaching activities as a unique predictor of Chinese preschool children's word reading skills

Xiao

Che

Zhang

et al. 2020

Infant and Child Development

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This study examined the relationship between the frequency of mother–child and father–child literacy teaching activities and the reading skills of Chinese preschool children. A total of 105 Hong Kong Chinese preschoolers and their fathers and mothers were involved. Fathers and mothers independently reported the frequency of their own literacy teaching activities (i.e., reading Chinese characters, recognizing Chinese characters based on their pronunciations and writing Chinese characters). Children were tested individually on their Chinese word reading skills, receptive vocabulary and verbal memory. Structural equation modelling was used to assess the relations between mother–child and father–child literacy teaching activities and children's reading skills. The results showed that, although mothers engaged in home literacy teaching activities more frequently than did fathers, the participation of fathers—and not mothers—in Chinese literacy teaching activities significantly predicted their children's Chinese reading skills after controlling for vocabulary, verbal memory and demographic variables (i.e., parental education, the child's age and gender). The results highlight the importance of paternal involvement in home education for Chinese preschoolers' literacy learning.HighlightsThis study examines the relation between mother–child and father–child literacy teaching activities and preschoolers' reading skills.Based on parental questionnaires and children's individual tests, the participation of fathers in Chinese literacy teaching activities significantly predicts their children's reading skills.The results highlight the importance of paternal involvement in home education for Chinese preschoolers' literacy learning.

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The contribution of parent–child numeracy activities to young Chinese children's mathematical ability

Cited by 49 publications

References 53 publications

The unique role of father–child numeracy activities in number competence of very young Chinese children

The unique role of father–child numeracy activities in number competence of very young Chinese children

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Father–child literacy teaching activities as a unique predictor of Chinese preschool children's word reading skills

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