Parent–child interaction and children’s number learning

Abstract

Two groups of Chinese four-year-olds and their parents' interaction in joint activities were analyzed and compared. The children in Group 1 were high scorers in written number skills and the children in Group 2 were low scorers. Eighty-five dyads participated in four separate 15-minute joint activities such as book reading, mathematical worksheets, blank paper and blocks. A mini-questionnaire was also administered. The results indicated that a wide variety of mathematics and interactive strategies were involved in the activities, that there was no difference in the frequency of mathematical events occurring in the activities between the two groups, that more parents in Group 1 used several more positive strategies than the parents in Group 2, that more children in Group 2 had trouble remaining engaged in the activity, and that the frequency and the quality of parent-child joint activities at home, such as book reading and mathematical worksheets, were possible contributors to children's development of mathematics.

Parent–child mathematical interactions: examining self-report and direct observation

“…Huntsinger, Jose, Larson, Krieg, & Shaligram, 2000;Zhou et al, 2006), and a comprehensive ecological observation of preschool environments (i.e. Ecobehavioral System for the Complex Assessment of Preschool Environments; Greenwood, Carta, Kamps, & Delquadri, 1997).…”

Development of numerical estimation in Chinese preschool children

“…According to the preschool and kindergarten education guideline for the city of Beijing, 3-and 4-year-old children would be taught how to count up to five objects and understand the quantities up to five objects (magnitude comparison). Second, Chinese parents give informal direct mathematics instruction and encourage mathematicsrelated activities such as counting fingers, stairs, and family members; solving arithmetic problems; and determining set sizes (Zhou et al, 2006(Zhou et al, , 2007. These activities about numbers would convey redundant kinesthetic, visual auditory, and temporal information about numerical magnitudes (Siegler & Mu, 2008).…”

Cultural differences in early math skills among U.S., Taiwanese, Dutch, and Peruvian preschoolers

“…Related to home experiences, studies have shown that parental attitude and practices also vary greatly where East Asian parents show high expectations for their children's mathematics education and provide more support and encouragement when compared to U.S. parents (e.g. Zhou et al 2006). Further, East Asian teachers have been found to possess in-depth knowledge of mathematics and provide multiple strategies and modes for solving a single problem (e.g.…”

“…Researchers claim parental involvement and practices as one of the major contributing factors for young East Asian children's advanced math skills prior to formal school entry (Zhou et al 2006). Because almost all children rarely experience direct instructions on mathematics in preschool or other childcare settings, much of their early number knowledge is communicated through a wide range of mathematical relevant interactions embedded in their everyday activities with their parents.…”