Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young children
The present study examined the cross-lagged relationship between home numeracy practices (e.g., formal teaching, number games, and number application) and early mathematical skills (basic number processing, and arithmetic skills) among Chinese young children. A total of 155 children (82 boys; mean a...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-12-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1033065/full |
| _version_ | 1811209936945807360 |
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| author | Wei Wei Wei Wei Qi-Yi Wang Qin Luo Yan Li Yan Li |
| author_facet | Wei Wei Wei Wei Qi-Yi Wang Qin Luo Yan Li Yan Li |
| author_sort | Wei Wei |
| collection | DOAJ |
| description | The present study examined the cross-lagged relationship between home numeracy practices (e.g., formal teaching, number games, and number application) and early mathematical skills (basic number processing, and arithmetic skills) among Chinese young children. A total of 155 children (82 boys; mean age = 67.49 months, SD = 3.58 months) were assessed with basic number processing and arithmetic skills at three timepoints during the kindergarten year, and their parents reported the frequency of parent–child numeracy activities. Main results from random-intercept cross-lagged panel models showed that, at the within-family level, earlier basic teaching activities uniquely predicted subsequent basic number processing, while both advanced teaching activities and number game activities at earlier timepoints predicted the following arithmetic skills. These results indicated a unidirectional effect from home numeracy practices on early mathematical skills during the early years. |
| first_indexed | 2024-04-12T04:47:33Z |
| format | Article |
| id | doaj.art-f58cac65a0f1459185647fb9ccb4c887 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T04:47:33Z |
| publishDate | 2022-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-f58cac65a0f1459185647fb9ccb4c8872022-12-22T03:47:27ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-12-011310.3389/fpsyg.2022.10330651033065Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young childrenWei Wei0Wei Wei1Qi-Yi Wang2Qin Luo3Yan Li4Yan Li5Early Childhood Education College, Shanghai Normal University, Shanghai, ChinaEarly Child Development Research Center, Shanghai Normal University, Shanghai, ChinaEarly Childhood Education College, Shanghai Normal University, Shanghai, ChinaEarly Childhood Education College, Shanghai Normal University, Shanghai, ChinaEarly Childhood Education College, Shanghai Normal University, Shanghai, ChinaEarly Child Development Research Center, Shanghai Normal University, Shanghai, ChinaThe present study examined the cross-lagged relationship between home numeracy practices (e.g., formal teaching, number games, and number application) and early mathematical skills (basic number processing, and arithmetic skills) among Chinese young children. A total of 155 children (82 boys; mean age = 67.49 months, SD = 3.58 months) were assessed with basic number processing and arithmetic skills at three timepoints during the kindergarten year, and their parents reported the frequency of parent–child numeracy activities. Main results from random-intercept cross-lagged panel models showed that, at the within-family level, earlier basic teaching activities uniquely predicted subsequent basic number processing, while both advanced teaching activities and number game activities at earlier timepoints predicted the following arithmetic skills. These results indicated a unidirectional effect from home numeracy practices on early mathematical skills during the early years.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1033065/fullhome numeracy practicesearly mathematical skillscross-laggedbasic number processingarithmetic skills |
| spellingShingle | Wei Wei Wei Wei Qi-Yi Wang Qin Luo Yan Li Yan Li Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young children Frontiers in Psychology home numeracy practices early mathematical skills cross-lagged basic number processing arithmetic skills |
| title | Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young children |
| title_full | Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young children |
| title_fullStr | Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young children |
| title_full_unstemmed | Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young children |
| title_short | Cross-lagged relationship between home numeracy practices and early mathematical skills among Chinese young children |
| title_sort | cross lagged relationship between home numeracy practices and early mathematical skills among chinese young children |
| topic | home numeracy practices early mathematical skills cross-lagged basic number processing arithmetic skills |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1033065/full |
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