The Mediating Role of Self-Regulation in the Relationship between Parenting Behaviors and Early Mathematical Development in Peruvian Preschool Children

Abstract

A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children’s development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability - 3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers’ parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool.

The Role of Mothers in the Education of their Preschool Children: A Comparative Qualitative Study

“…In Peru, studies were conducted that demonstrated, on the one hand, the value of mediation between parental support and commitments to their children that allowed the development of early mathematical skills during the preschool stage (Malaspina & Garcia Ampudia, 2022). On the other hand, the existence of greater commitment and support from families towards learning activities during the COVID-19 pandemic (Carcausto et al, 2022).…”