View in EDS HTML Full Text PDF Full Text

Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement.

Saved in:
Bibliographic Details
Title: Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement.
Authors: Casey, Beth M., Lombardi, Caitlin M., Thomson, Dana, Nguyen, Hoa Nha, Paz, Melissa, Theriault, Cote A., Dearing, Eric
Source: Child Development. Jan/Feb2018, Vol. 89 Issue 1, p156-173. 18p. 4 Charts.
Subjects: Mathematical ability in children, Mother-child relationship, Numerals, Concept learning, Mathematical readiness, Cardinal numbers, Preschool education, Counting, Evaluation research, Mathematics, Parenting, Research methodology, Research, Comparative studies
Geographic Terms: Massachusetts, United States
Abstract: The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ 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. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 127335215
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Casey%2C+Beth+M%2E%22">Casey, Beth M.</searchLink><br /><searchLink fieldCode="AR" term="%22Lombardi%2C+Caitlin+M%2E%22">Lombardi, Caitlin M.</searchLink><br /><searchLink fieldCode="AR" term="%22Thomson%2C+Dana%22">Thomson, Dana</searchLink><br /><searchLink fieldCode="AR" term="%22Nguyen%2C+Hoa+Nha%22">Nguyen, Hoa Nha</searchLink><br /><searchLink fieldCode="AR" term="%22Paz%2C+Melissa%22">Paz, Melissa</searchLink><br /><searchLink fieldCode="AR" term="%22Theriault%2C+Cote+A%2E%22">Theriault, Cote A.</searchLink><br /><searchLink fieldCode="AR" term="%22Dearing%2C+Eric%22">Dearing, Eric</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Jan/Feb2018, Vol. 89 Issue 1, p156-173. 18p. 4 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematical+ability+in+children%22">Mathematical ability in children</searchLink><br /><searchLink fieldCode="DE" term="%22Mother-child+relationship%22">Mother-child relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Numerals%22">Numerals</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+readiness%22">Mathematical readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Cardinal+numbers%22">Cardinal numbers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22Counting%22">Counting</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+research%22">Evaluation research</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=127335215
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/cdev.12676
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 156
    Subjects:
      – SubjectFull: Mathematical ability in children
        Type: general
      – SubjectFull: Mother-child relationship
        Type: general
      – SubjectFull: Numerals
        Type: general
      – SubjectFull: Concept learning
        Type: general
      – SubjectFull: Mathematical readiness
        Type: general
      – SubjectFull: Cardinal numbers
        Type: general
      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Counting
        Type: general
      – SubjectFull: Evaluation research
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Parenting
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Massachusetts
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Casey, Beth M.
      – PersonEntity:
          Name:
            NameFull: Lombardi, Caitlin M.
      – PersonEntity:
          Name:
            NameFull: Thomson, Dana
      – PersonEntity:
          Name:
            NameFull: Nguyen, Hoa Nha
      – PersonEntity:
          Name:
            NameFull: Paz, Melissa
      – PersonEntity:
          Name:
            NameFull: Theriault, Cote A.
      – PersonEntity:
          Name:
            NameFull: Dearing, Eric
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan/Feb2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 00093920
          Numbering:
            – Type: volume
              Value: 89
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Child Development
              Type: main
ResultId 1