Effectiveness of Father-Child Number Application Activities in Promoting Chinese Preschoolers' Number Skills and Number Interest
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| Title: | Effectiveness of Father-Child Number Application Activities in Promoting Chinese Preschoolers' Number Skills and Number Interest |
|---|---|
| Language: | English |
| Authors: | Xinzhuo Zou (ORCID |
| Source: | Journal of Educational Psychology. 2026 118(3):404-420. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Fathers, Parent Role, Preschool Children, Numeracy, Interests, Intervention, Story Reading, Mathematics Activities, Mathematics Skills, Program Effectiveness, Gender Differences, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1037/edu0000997 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | This study examined whether promoting fathers' engagement in real-world numeracy activities, or number application activities, with their preschool-aged children would enhance the children's number skills and number interest. The fathers of 86 Chinese children (age: M ± SD = 56.77 ± 8.19 months) were randomly assigned to either the intervention condition (n = 44) or the active control condition (n = 42). Over the 4-month study period, fathers in the intervention condition received training on how to engage their children in number application activities, while those in the control condition were trained in storybook reading. Children's number skills and number interest were assessed in the pretest, posttest, and delayed posttest. Regression analyses showed that children whose fathers were in the intervention condition demonstrated more improvements in number skills in the posttest than those with fathers in the control condition. However, this effect was not sustained from the posttest to the delayed posttest. Although no immediate intervention effects were observed on children's number interest, the intervention led to more improvements in mother-reported child interest in the delayed posttest. These findings highlight the benefits of involving fathers in early math education and the importance of embedding math learning in real-life contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507559 |
| Database: | ERIC |
| Abstract: | This study examined whether promoting fathers' engagement in real-world numeracy activities, or number application activities, with their preschool-aged children would enhance the children's number skills and number interest. The fathers of 86 Chinese children (age: M ± SD = 56.77 ± 8.19 months) were randomly assigned to either the intervention condition (n = 44) or the active control condition (n = 42). Over the 4-month study period, fathers in the intervention condition received training on how to engage their children in number application activities, while those in the control condition were trained in storybook reading. Children's number skills and number interest were assessed in the pretest, posttest, and delayed posttest. Regression analyses showed that children whose fathers were in the intervention condition demonstrated more improvements in number skills in the posttest than those with fathers in the control condition. However, this effect was not sustained from the posttest to the delayed posttest. Although no immediate intervention effects were observed on children's number interest, the intervention led to more improvements in mother-reported child interest in the delayed posttest. These findings highlight the benefits of involving fathers in early math education and the importance of embedding math learning in real-life contexts. |
|---|---|
| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000997 |
