Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge
Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge
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DOI：
10.1111/j.1467-7687.2011.01050.x
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发表时间：
2011-09-01
影响因子：
3.7
通讯作者：
Levine, Susan C.
中科院分区：
文献类型：
--
作者：
Gunderson, Elizabeth A.;Levine, Susan C.
在进入学前班之前，孩子的数字和数学知识差异很大，并且这些知识可以预测他们在整个小学的成就（例如，Duncan等，2007； Ginsburg＆Russell，1981）。因此，至关重要的是要向家庭环境寻求可能导致这些早期变化的父母投入。最近的工作表明，父母与孩子进行的数量谈话数量与数学发展的关键方面 - 红衣主教数量知识（例如，“三个”一词是指三个实体；莱文，，莱文， Suriyakham，Rowe，Huttenlocher＆Gunderson，2010年）。本研究表征了父母产生的不同类型的数字谈话类型，并调查了哪种类型最能预测儿童后来的红衣主教知识。我们发现，父母的数量谈话涉及计数或标记当前的标签集，可见对象与儿童后来的红衣主教知识有关，而其他类型的父母号码则不是。此外，数字谈话是指大量当前对象（即，在儿童追踪单个对象的能力之外的4至10的尺寸的集合）更强大地预测了儿童后来的红衣主教数量知识，而不是谈论较小的集合。父母数量谈论大量当前物体和孩子的红衣主教数量知识之间的关系，即使控制父母的社会经济状况以及父母的其他措施等因素和非数字谈话等因素。
Before they enter preschool, children vary greatly in their numerical and mathematical knowledge, and this knowledge predicts their achievement throughout elementary school (e. g. Duncan et al., 2007; Ginsburg & Russell, 1981). Therefore, it is critical that we look to the home environment for parental inputs that may lead to these early variations. Recent work has shown that the amount of number talk that parents engage in with their children is robustly related to a critical aspect of mathematical development - cardinal-number knowledge (e. g. knowing that the word 'three' refers to sets of three entities; Levine, Suriyakham, Rowe, Huttenlocher & Gunderson, 2010). The present study characterizes the different types of number talk that parents produce and investigates which types are most predictive of children's later cardinal-number knowledge. We find that parents' number talk involving counting or labeling sets of present, visible objects is related to children's later cardinal-number knowledge, whereas other types of parent number talk are not. In addition, number talk that refers to large sets of present objects (i.e. sets of size 4 to 10 that fall outside children's ability to track individual objects) is more robustly predictive of children's later cardinal-number knowledge than talk about smaller sets. The relation between parents' number talk about large sets of present objects and children's cardinal-number knowledge remains significant even when controlling for factors such as parents' socioeconomic status and other measures of parents' number and non-number talk.