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

doi:10.1080/09669761003693926

Cited by 227 publications

(220 citation statements)

References 33 publications

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“…Este resultado concuerda con los resultados de estudios previos (Blevins-Knabe & MusunMiller, 1996;Missall et al, 2015), sin embargo, también discrepa de otros estudios que evidenciaron que los reportes de los padres sobre las actividades numéricas realizadas en el hogar se correlacionaron con el desempeño numérico de sus hijos (LeFevre et al, 2010;Lefevre et al, 2009). Aunque no se sabe con exactitud el motivo de la inconsistencia entre los diversos estudios, incluyendo el presente estudio, se considera que los resultados aquí reportados podrían tener al menos tres explicaciones.…”

Section: Discussionunclassified

“…Por un lado, algunos estudios han reportado que la calidad del ambiente de aprendizaje en el hogar a edades tempranas predice el desempeño matemático posterior (Anders et al, 2012;Krajewski & Schneider, 2009). Más específicamente, se ha reportado que la frecuencia de actividades numéricas y de lectoescritura que realizan los padres con sus hijos se relaciona positivamente con el desempeño matemático de los niños (LeFevre, Polyzoi, Skwarchuk, Fast, & Sowinski, 2010;Lefevre et al, 2009). Por ejemplo, LeFrevre et al (2009) encontraron que las experiencias numéricas en el hogar reportadas por padres canadienses cuando sus hijos iniciaban el preescolar se correlacionaron positivamente con su desempeño numérico en primer y segundo grado 1 .…”

Section: Ambiente De Aprendizaje En El Hogar Y Desempeño Numéricounclassified

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Ambiente de aprendizaje en el hogar, instrucción materna y desempeño numérico temprano

Bojorque

Cabrera²

2017

MSKN

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RESUMENIncluso antes de iniciar la educación formal, existen grandes diferencias individuales en el desempeño numérico de los niños, sin embargo, el conocimiento sobre los mecanismos a través de los cuales los niños pequeños desarrollan habilidades numéricas es limitado. Ciertas características contextuales que rodean a los niños, incluyendo el ambiente de aprendizaje en el hogar y nivel de instrucción materna, han evidenciado relación con su desempeño numérico. Investigaciones sobre este tema se han llevado a cabo mayoritariamente en países desarrollados, lo cual implica que la generalización de hallazgos previos, sea una pregunta abierta para países en vías de desarrollo. El objetivo del presente estudio fue examinar la relación que existe entre el entorno de aprendizaje en el hogar de los niños y el nivel de instrucción materna con el desempeño numérico de los niños de primer año de básica. En el estudio participaron 176 niños de primer año de básica, de escuelas públicas y privadas de Cuenca. Los resultados indican que ciertas características del ambiente de aprendizaje en el hogar, como las actividades numéricas y de lectoescritura que los padres realizan con sus hijos, no se relacionan con el desempeño numérico de los niños. Sin embargo, el número de libros para niños disponibles en el hogar se relaciona predictivamente con su desempeño numérico. De igual manera, el nivel de instrucción materna presenta una relación predictiva con el desempeño numérico de los niños. Palabras clave: Experiencias en el hogar, instrucción materna, habilidades numéricas. ABSTRACTEven before the start of formal schooling, there are large individual differences in children's numerical performance, however, the knowledge about the mechanisms through which young children develop numerical abilities is limited. Certain contextual characteristics surrounding the children, including the home learning environment and the mother's education, have been associated with children's numerical performance. Research on this topic has been conducted mostly in developed countries, which makes the generality of those findings for developing countries, an open question. The aim of the present study was to examine the relations between the home learning environment and the mother's education and the numerical abilities of first-grade children. A total of 176 cuencano children from public and private schools participated in the study. The results indicate that certain characteristics of the home environment, such as the numerical and literacy activities that parents perform with their children, are not related to the numerical performance of the children. However, the number of books for children available in the home is predictively related to their numerical performance. Similarly, the level of maternal education has a predictive relationship with children´s numerical performance.

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Section: Discussionunclassified

Section: Ambiente De Aprendizaje En El Hogar Y Desempeño Numéricounclassified

Ambiente de aprendizaje en el hogar, instrucción materna y desempeño numérico temprano

Bojorque

Cabrera²

2017

MSKN

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“…Appropriate parenting and parental involvement (Chow & Chu, 2007;Okagaki & Frensch, 1998), in this analysis, may serve as basis for students to identify with others and establish a social connectedness. A home climate with the availability of resources or whereby parents take part in their children's learning (e.g., spending three hours per day) (Hood, Conlon, & Andrews, 2008;LeFevre, Polyzoi, Skwarchuk, Fast, & Sowinski, 2010;Rashid, Morris, & Sevcik, 2005) may create and stimulate a sense of positive emotions. This enriched and welcoming home milieu may, in turn, translate to feelings of serenity, appreciation, and acceptance towards others in a school context.…”

Section: Triarchic Relations Between Personal Self-efficacy Belonginmentioning

confidence: 99%

Antecedents and Consequences of School Belonging: Empirical Evidence and Implications for Practices

Phan¹

2013

JEDP

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There are number of theoretical orientations, which may account and explain students' learning and performance outcomes in various domains of functioning. Triarchic relations between three major theoretical orientations were proposed and explored in this study. In their sequencing of predictive effects, these included: personal self-efficacy, school belonging, and academic disengagement. The proposition, in this case, stipulated both personal self-efficacy and academic disengagement as antecedent and consequence of belonging, respectively. These three variables are also conceptualized, centrally, between prior learning experience and future performance in mathematics. Two hundred and ninety 12 th grade students (152 boys and 138 girls) participated in this study. Self-rating responses of Likert-scale inventories (e.g., MSLQ) were analysed using structural equation modelling procedures. Structural analyses yielded some significant evidence, notably the impact of both personal self-efficacy beliefs and a sense of belonging on academic performance in mathematics. A positive sense of belonging to school also relates inversely to academic disengagement. Finally, consistent with Bandura's (1986, 1997) social cognitive theory, personal self-efficacy is central to the relation between enactive learning experience and academic performance.

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“…Moreover, improving the quality of (mathematics) education at school constitutes only one of various factors that have shown to affect the development of children's numerical abilities. The broader socio-cultural context wherein different Ecuadorian schools operate as well as children's out-of-school environmental context (such as their home environment) are additional factors that may also affect children's learning (GALINDO; SONNENSCHEIN, 2015;LEFEVRE et al, 2010). That is why several early mathematics intervention programs that are particularly aimed at lower SES children will not only work on the improvement of mathematics education at school, but also work with children's families and neighborhoods (e.g., STARKEY et al, 2004).…”

Section: Quality Of Early Mathematics Education In Ecuadorian Kindergmentioning

confidence: 99%

Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type

et al. 2018

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This study aimed at analyzing the development of Ecuadorian children's early numerical abilities during the Kindergarten year in relation to their SES, the quality of their early mathematics education, and the attended school type. 179 Ecuadorian Kindergartners (18 classrooms, 6 classrooms per school type) were offered a standards-based early numeracy test at both the start and the end of the Kindergarten year. In all classrooms, the quality of early mathematics education was assessed twice via the COEMET instrument. Results first showed rather low scores on the early numeracy test, with only 50% (at the start) up to 70% (at the end) of the items solved correctly, along with large inter-individual differences in these scores. Second, the quality of early mathematics education in the participating classrooms was also rather low. Third, children's early numerical abilities at Kindergarten entry, SES, and school type predicted children's early numerical abilities at the end of the school year. The quality of early mathematics education did not contribute to children's numerical development. We critically discuss our findings in view of optimizing the quality of Ecuadorian early mathematics education as a stepping stone towards enhanced numerical development. KeywordsEarly numerical abilities -Quality of early mathematics education -SES -Kindergarten. Palavras chaveHabilidades numéricas iniciais -Qualidade da educação matemática inicial -Nível sócio econômico (SES) -Pré-escola.

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Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children?

Cited by 227 publications

References 33 publications

Ambiente de aprendizaje en el hogar, instrucción materna y desempeño numérico temprano

Ambiente de aprendizaje en el hogar, instrucción materna y desempeño numérico temprano

Antecedents and Consequences of School Belonging: Empirical Evidence and Implications for Practices

Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type

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