NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1168291
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1524-8372
Addition in Kindergarten: The Role of Mothers' and Teachers' Language
Hudson, Kesha N.; Coffman, Jennifer L.; Ornstein, Peter A.
Journal of Cognition and Development, v19 n1 p65-86 2018
Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language" (CPL), or instruction that encourages deep levels of processing and metacognition, were related to students' addition skills in kindergarten. The findings indicated that while maternal metamemory talk was associated with children's mathematical competencies at school entry, teachers' use of CPL was associated with the amount of growth that students demonstrated across the year, especially regarding strategy use. The results highlight the need for additional research that examines students' academic trajectories longitudinally as a function of the language to which they are exposed at home and school.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: 0843961; T32HD07376