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ERIC Number: EJ886095
Record Type: Journal
Publication Date: 2010-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0966-9760
Do Home Numeracy and Literacy Practices of Greek and Canadian Parents Predict the Numeracy Skills of Kindergarten Children?
LeFevre, Jo-Anne; Polyzoi, Eleoussa; Skwarchuk, Sheri-Lynn; Fast, Lisa; Sowinski, Carla
International Journal of Early Years Education, v18 n1 p55-70 Mar 2010
Children's experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children's experiences? We hypothesised that relations between parents' practices and children's numeracy skills would mediate the relations between numeracy skills and parents' education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five-year-old children completed a survey about parents' home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath-Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children's numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices. (Contains 3 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Greece