Preferences for tactile and narrative counting books across parents with different education levels
Preferences for tactile and narrative counting books across parents with different education levels
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DOI：
10.1016/j.ecresq.2018.07.010
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发表时间：
2020-01-01
影响因子：
3.7
通讯作者：
McNeil, Nicole M.
中科院分区：
文献类型：
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作者：
Gaylord, Shannon M.;O'Rear, Connor D.;McNeil, Nicole M.
数数书是儿童早期数学概念学习的潜在输入来源。然而，人们对影响父母为孩子选择数数书的因素知之甚少。父母（N = 696）的学龄前儿童（年龄2;6-4;11）进行了调查，他们的喜好两个具体的计数书功能，功能和叙事质量。这两个特征的研究都是隐性的，通过实验性地操纵父母看到的书籍类型，并询问父母为什么他们会选择特定的书籍，以及明确地要求父母在为孩子选择计数书籍时评估各种因素的重要性。先验的假设是，父母会喜欢触觉的非触觉计数书的男孩和非叙事计数书的女孩和教育水平将与计数书阅读的叙事。结果并不支持这些假设。相反，父母对这些功能的偏好取决于他们的教育水平。较高的教育水平通常与减少偏好的真实性和增加偏好的叙事质量。结果提出了一个问题，父母为孩子选择的书籍是否可能是父母教育塑造孩子早期学习环境的一种方式。(C)2018爱思唯尔公司All rights reserved.
Counting books are a potential source of input for children's learning of early mathematics concepts. However, little is known about the factors that affect the counting books parents choose for their children. Parents (N = 696) of preschoolers (ages 2;6-4;11) were surveyed about their preferences for two specific counting book features, tactility and narrative quality. These two features were studied both covertly, by experimentally manipulating the types of books parents saw and asking parents why they would choose particular books, and explicitly, by asking parents to rate the importance of various factors when choosing counting books for their children. The a priori hypotheses were that parents would prefer tactile over non-tactile counting books for boys and narrative over non-narrative counting books for girls and that education level would be positively associated with counting book reading. Results did not support these hypotheses. Instead, parents' preferences for the features depended on their education level. Higher education levels were generally associated with decreased preference for tactility and increased preference for narrative quality. Results raise the question of whether the books parents choose for their children may be one way parent education shapes children's early learning environments. (C) 2018 Elsevier Inc. All rights reserved.