Family Routines and School Readiness During the Transition to Kindergarten

Ferretti, Larissa K.; Bub, Kristen L.

doi:10.1080/10409289.2016.1195671

Cited by 51 publications

(56 citation statements)

References 54 publications

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“…In regards to home related factors, when children frequently read or sang at home they tended to show greater math skills and stronger math achievement scores at the beginning of the kindergarten year. This result supports the previous research that indicated the need to pay more attention to shared family activities among family members, as they are important elements in children's learning and academics (Cannon & Ginsburg, 2008;Duncan et al, 2007;Ferretti & Bub, 2017;Jung, 2014). More engaged parents who provide more home learning experiences and activities are likely to also do many things that ready a child for school.…”

Section: Relationships Between Early Experiences and Math Performancesupporting

confidence: 88%

“…Studies have shown that shared family activities are major contributors to children's growth and learning (Cannon & Ginsburg, 2008;Duncan et al, 2007). The benefits in children's development are evident when parents and children spend more time together and are involved in activities such as reading, singing, or engaging in physical activities (Benson & Mokhtari, 2011;Bryant & Zick, 1996;Ferretti & Bub, 2017). Family economic status is also known to strongly correlate to child outcomes, as it influences the quality of living, learning environment, parenting practices, and parent-child activities (Bradley & Corwyn, 2002;Crampton & Hall, 2017).…”

Section: Early Experiences and Children's Math Learningmentioning

confidence: 99%

“…The results also suggested that teachers' math beliefs were not related to their actual use of manipulatives, music, or movements when teaching math. Although the use of rhymes, chants, stories, and songs for kindergarten children is evident when teaching numbers and number operations (Ferretti & Bub, 2017;McClain & Cobb, 1999), such practices were not necessarily connected with what teachers believed regarding children's math readiness. This result supports the reports that teacher beliefs are mostly not related with their practices (Francis, 2015;Graham et al, 1997;Mohamed & Al-Qaryouti, 2016;Raymond, 1997;Skott, 2001).…”

Section: Relationships Between Teacher Beliefs and Math Educationmentioning

confidence: 99%

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Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Jung

Zhang

Chiang

2019

International Journal of Education in Mathematics Science and Technology

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This study investigates kindergarten children's mathematics learning with a focus on the role of teachers' mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers' beliefs regarding what is important for children's preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners' mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers' beliefs regarding mathematics readiness.

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Section: Relationships Between Early Experiences and Math Performancesupporting

confidence: 88%

Section: Early Experiences and Children's Math Learningmentioning

confidence: 99%

Section: Relationships Between Teacher Beliefs and Math Educationmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Jung

Zhang

Chiang

2019

International Journal of Education in Mathematics Science and Technology

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“…Everyday cognitive activities help children to increase their problem-solving abilities, including their own safety and self-esteem by creating the bases to relate assertively with others (Ferretti & Bub, 2016). It is important to consider that moral acquisition and ethical evolution is only possible through interactions with the environment; Moral development is only possible through cognitive stimulation of logic thinking (Cortés, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Extensive longitudinal research (Cline & Edwards, 2013, 2017Ferretti & Bub, 2016) have provided evidence that established routines in preschool children's homes (including reading habits) can predict the development of academic, social-emotional and school readiness skills. Advanced level routines are associated with higher prosocial behaviours and academic skills and with fewer behavioural problems (hyperactivity, lack of attention).…”

Section: Introductionmentioning

confidence: 99%

Relationship between Maternal and Infant Behaviour during Story Time

Benítez¹,

Tapia²,

Guevara³

2018

JEHD

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Shared story time reading promotes psychological abilities which are important in child development, including linguistic, conceptual and socio-emotional skills. The propose of the study was to analyse the relation between the actions of preschool children´s mothers with the types of interaction and the behaviour showed by their children during dyadic story time activities. This was an observational-analytic study. We studied 30 mothers with children (13 girls and 17 boys; average age five years) registered in third-grade preschool from a public school of low sociocultural level. Each pair was filmed in two sessions and analysed through taxonomy of behavioural categories. Initial data showed that most mothers presented limited skills as storytellers, readers, promoters of linguistic interactions and as informal teachers. The differences between groups and the correlations among maternal-infant behavioural categories indicated synchrony between the behaviour in the mothers and the performance on the child, particularly on the linguistic interactions.

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Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Puccioni

Baker

Froiland

2019

Infant and Child Development

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The current study examines associations among parents' school readiness beliefs, home‐based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and home‐based involvement practices were positively associated with children's academic achievement and socio‐emotional competencies. In addition, parents' school readiness beliefs were positively related to their home‐based involvement practices. In other words, parents who placed more importance on school readiness engaged in more home‐based involvement practices and had children with higher levels of academic achievement and socio‐emotional competencies. Results also showed that parents' school readiness beliefs were more strongly related to academic achievement in comparison to socio‐emotional competencies. Findings also demonstrated variation in parents' school readiness beliefs and involvement by race/ethnicity and socio‐economic status. Overall, findings suggest that efforts to encourage and support parental involvement should pay attention to parents' school readiness beliefs and home‐based involvement practices. Highlights This paper describes the relationship among parents' school readiness beliefs, home‐based involvement, and children's academic achievement and socio‐emotional competencies. Structural equation modelling revealed school readiness beliefs were positively related to home‐based involvement, which in turn was positively associated with children's academic achievement and socio‐emotional competencies. Parents' school readiness beliefs are an important target for enhancing children's academic achievement and socio‐emotional competencies during the transition to kindergarten.

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Family Routines and School Readiness During the Transition to Kindergarten

Cited by 51 publications

References 54 publications

Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Relationship between Maternal and Infant Behaviour during Story Time

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

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