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ERIC Number: EJ1157485
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0300-4430
Parent-Child Mathematical Interactions: Examining Self-Report and Direct Observation
Missall, Kristen N.; Hojnoski, Robin L.; Moreano, Ginna
Early Child Development and Care, v187 n12 p1896-1908 2017
Variability in children's early-learning home environments points to the need to better understand specific mechanisms of early mathematical development. We used a sample of 66 parent-preschool child dyads to describe parent-reported mathematical activities in the home and observed parent-child mathematical activities in a semi-structured play session. Data were examined to better understand the two methods of assessing the context of parent-child interactions related to mathematics. Parents reported engaging in a range of mathematical activities about 3-5 times per week, on average. Results from observed interactions indicated that parents engaged in math content/concept interactions in 32.5% of all observed intervals and children engaged in math content/concept interactions in 24.2% of all observed intervals. Although observed parent and child math content interactions were highly correlated, observed parent and child mathematical interactions were not correlated with parent-reported math activities.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A