Child Care and Early Education Research Connections

Skip to main content

Maternal support of children's early numerical concept learning predicts preschool and first-grade math achievement

Share
Description:
The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4 1/2 and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first-grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one-to-one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
Massachusetts

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

The kindergarten hotspot: Literacy skill convergence between Boston prekindergarten enrollees and nonenrollees

Reports & Papersview

A path to equity: From expanded pre-kindergarten access to success in elementary school

Reports & Papersview

Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade

Reports & Papersview
Release: 'v1.8.0' | Built: 2022-05-10 15:16:14 EDT