Two is greater than three: effects of older siblings on parental support of preschoolers’ counting in middle-income families

Benigno, Joann P.; Ellis, Shari

doi:10.1016/j.ecresq.2004.01.006

Cited by 34 publications

(28 citation statements)

References 23 publications

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“…The relationship between parent behaviours and children's performance is complex and context-dependent. Benigno and Ellis (2004) also observed parent-child interactions during a board game, but varied two important aspects of context. First, parent guidance provided to one preschool-aged child during the game was compared with guidance provided to a preschooler and an older sibling in a triadic group.…”

mentioning

confidence: 95%

“…Games allow children to learn maths in a fun, meaningful, and motivating social context (Benigno & Ellis, 2004;Bjorklund, Hubertz, & Reubens, 2004;Young-Loveridge, 2004). A game creates a learning environment in which children can utilise basic skills, and also observe more experienced players model higher level skills.…”

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confidence: 99%

“…BlevinsKnabe and Musun-Miller (1996) assessed the frequency and variety of number activities occurring at home, and mothers reported counting most frequently with their young children. Counting and number recognition are two basic number skills that are often utilised in games (Benigno & Ellis, 2004;Bjorklund et al, 2004;Young-Loveridge, 2004). Young-Loveridge (2004) conducted an intervention study in which specialist teachers tutored children from low socio-economic status (SES) schools in New Zealand.…”

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confidence: 99%

“…Mathematical knowledge at school entry has been found to be the strongest predictor of subsequent achievement in school (Duncan et al, 2004), yet there is a paucity of research on early mathematical experiences outside of the school context. Studies of the specific processes by which parents encourage and support children's early use of mathematics are rare but particularly valuable for understanding numeracy development (Benigno & Ellis, 2004, 2008.…”

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confidence: 99%

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Playing The Ladybug Game: parent guidance of young children's numeracy activities

Vandermaas-Peeler

Ferretti

Loving

2011

Early Child Development and Care

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Parent guidance for numeracy activities and preschoolers' numeracy performance were examined in the context of playing a board game in three sessions over a two-week period. Twenty-eight parent -child dyads were randomly assigned to a numeracy awareness group in which parents were provided with suggested numeracy activities to incorporate into the games, or a comparison group provided with no numeracy instructions. Parents in the numeracy awareness group provided guidance for basic and more complex numeracy skills at approximately twice the rate of parents in the comparison group. Children exposed to more numeracy questions during the games generated more correct responses. These results support the view that activities occurring in children's daily lives can be used by parents to enhance children's exposure to numeracyrelated content and enrich socio-cultural interactions related to numeracy.

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confidence: 99%

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Playing The Ladybug Game: parent guidance of young children's numeracy activities

Vandermaas-Peeler

Ferretti

Loving

2011

Early Child Development and Care

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“…Like marital status, the number of children in the family is a drain on parenting quality. Even increasing from one to two children in the family affects the quality of parenting offered to preschool children (Benigno & Ellis, 2004). More children are linked to less supportive home environments (Luster & Dubow, 1990) and greater abuse and neglect (Zuravin, 1988).…”

Section: Demographic Protectionmentioning

confidence: 99%

Parenting quality: Confirmation of a higher-order latent construct with mothers of Head Start children

Hubbs‐Tait

Page

Huey

et al. 2006

Early Childhood Research Quarterly

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We proposed a higher order latent construct of parenting young children, parenting quality. This higher-order latent construct comprises five component constructs: demographic protection, psychological distress, psychosocial maturity, moral and cognitive reflectivity, and parenting attitudes and beliefs. We evaluated this model with data provided by 199 mothers of 4-year-old children enrolled in Head Start. The model was confirmed with only one adjustment suggested by modification indices. Final RMSEA was .05, CFI .96, and NNFI .94, indicating good model fit. Results were interpreted as emphasizing the interdependence of psychological and environmental demands on parenting. Implications of the model for teachers, early interventionists, and public policy are discussed.We propose a higher-order latent construct of parenting young children that extends and moves beyond ecological and process models. Ecological and process models (e.g., Belsky, 1984; Bronfenbrenner & Morris, 1998;Kotchik & Forehand, 2002) differentiate family environmental or contextual variables from parental personality and psychological functioning. We, too, subscribed for many years to such a model, proposing that parenting beliefs and attitudes as well as behaviors would be predicted by (1) age of mother; (2) demographic characteristics; (3) maternal affect; and (4) maternal developmental level (Hubbs-Tait, Culp, © 2006 Elsevier Inc. All rights reserved Correspondence concerning this article should be addressed to Laura Hubbs-Tait, Department of Human Development and Family Science, 341 HES, Oklahoma State University, Stillwater, OK 74078-6122; e-mail: E-mail: laura.hubbs@okstate.edu.. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptEarly Child Res Q. Author manuscript; available in PMC 2009 July 22. Published in final edited form as:Early Child Res Q. , 1997). Our viewpoint changed when we tried to integrate the child's perspective on his/her demands with the parent's perspective on meeting them. From the child's perspective, the identity of predictors of parenting quality is irrelevant. What matters to the child is whether the parent can be responsive to the child's needs and supportive of the child's development. Put most simply, anything that interferes with the parent's ability to address the child's needs is bad; anything that enhances the parent's ability is good. What matters to the parent is having the physical and emotional energy first, to be patient with the child's demands and, second, to respond appropriately to them. Integrating across parent a...

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‘Infinity Means it Goes on Forever’: Siblings' Informal Teaching of Mathematics

Howe

Adrien

Porta

et al. 2015

Infant and Child Development

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Sibling-directed teaching of mathematical topics during naturalistic home interactions was investigated in 39 middle-class sibling dyads at two time points. At time 1 (T1), siblings were 2 and 4 years of age, and at time 2 (T2), siblings were 4 and 6 years of age. Intentional sequences of sibling-directed mathematical teaching were coded for (i) topics (e.g., number), (ii) contexts (e.g., play with materials/toys), and (iii) type of knowledge (conceptual and procedural). Siblings engaged in teaching number, geometry, and measurement at T1 and demonstrated preliminary evidence of teaching of grouping, relations, and operations at T2. Regarding context, at T1, mathematical teaching occurred most frequently during play with materials/toys, while at T2, games with rules were prominent. Teaching of conceptual or procedural knowledge varied over time and by topic and context. Findings are discussed in light of recent work on understanding children's mathematical knowledge as it develops in the informal family context. Copyright

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Two is greater than three: effects of older siblings on parental support of preschoolers’ counting in middle-income families

Cited by 34 publications

References 23 publications

Playing The Ladybug Game: parent guidance of young children's numeracy activities

Playing The Ladybug Game: parent guidance of young children's numeracy activities

Parenting quality: Confirmation of a higher-order latent construct with mothers of Head Start children

‘Infinity Means it Goes on Forever’: Siblings' Informal Teaching of Mathematics

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