Math talk during informal learning activities in Head Start families
Math talk during informal learning activities in Head Start families
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DOI：
10.1016/j.cogdev.2014.11.002
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发表时间：
2015-07-01
影响因子：
1.8
通讯作者：
Leech, Kathryn A.
中科院分区：
文献类型：
--
作者：
Ramani, Geetha B.;Rowe, Meredith L.;Leech, Kathryn A.
来自低收入家庭背景的儿童有数学成绩较低的风险。然而，低收入家庭儿童的早期数字知识差异很大。了解这种差异的来源可以确定进行干预的领域，以减少与社会经济地位（SES）相关的数学技能差异。在“启智计划”（Head Start）家庭中对这种差异的两个来源进行了研究：（1）在亲子互动中照顾者和儿童与数学相关的谈话，以及（2）照顾者报告的在家中与数字相关的经历。在家中参与与数字相关活动的频率可预测儿童的基础数字技能，比如数数。然而，在互动过程中照顾者关于学前儿童更高级数字概念（如基数和序数关系）的谈话，可预测儿童基于这些概念的高级数字技能，比如对数字大小的理解。研究结果表明，在家中发生的与数字相关的经历的数量和质量可能导致低收入学前儿童数字知识的差异。（C）2014爱思唯尔公司。保留所有权利。
Children from low-income backgrounds are at risk for lower mathematical achievement. However, early numerical knowledge amongst children from lower-income families varies widely. Understanding sources of this variation could identify areas to intervene to reduce SES-related differences in math skills. Two sources of this variation were examined in Head Start families: (1) caregivers' and children's talk related to math during a dyadic interaction, and (2) caregiver reports of number-related experiences at home. Frequency of engaging in number-related activities at home predicted children's foundational number skills, such as counting. However, caregivers' talk during the interaction about more advanced number concepts for preschoolers, such as cardinality and ordinal relations, predicted children's advanced number skills that build on these concepts, such as numerical magnitude understanding. Findings suggest that the quantity and quality of number-related experiences that occur in the home can contribute to the variability found in low-income preschoolers' numerical knowledge. (C) 2014 Elsevier Inc. All rights reserved.