Early mathematics skills relate to later mathematics achievement and educational attainment, which in turn predict career choice, income, health and financial decision‐making. Critically, large differences exist among children in early mathematics performance, with parental mathematics engagement being a key predictor. However, most prior work has examined mothers' mathematics engagement with their preschool‐ and school‐aged children. In this Registered Report, we tested concurrent associations between mothers' and fathers' engagement in mathematics activities with their 2‐ to 3‐year‐old toddlers and children's mathematics performance. Mothers and fathers did not differ in their engagement in mathematics activities, and both parents' mathematics engagement related to toddlers' mathematics skills. Fathers' mathematics engagement was associated with toddlers' number and mathematics language skills, but not their spatial skills. Mothers' mathematics engagement was only associated with toddlers' mathematics language skills. Critically, associations may be domain‐specific, as parents' literacy engagement did not relate to measures of mathematics performance above their mathematics engagement. Mothers' and fathers' mathematics activities uniquely relate to toddlers' developing mathematics skills, and future work on the nuances of these associations is needed.
Mothers’ and fathers’ engagement in math activities with their toddler sons and daughters: The moderating role of parental math beliefs
Parents’ beliefs about the importance of math predicts their math engagement with their children. However, most work focuses on mothers’ math engagement with preschool- and school-aged children, leaving gaps in knowledge about fathers and the experiences of toddlers. We examined differences in mothers’ and fathers’ ( N = 94) engagement in math- and non-math activities with their two-year-old girls and boys. Parents reported their beliefs about the importance of math and literacy for young children and their frequency of home learning activities. Parents of sons did not differ in their engagement in math activities from parents of daughters. Mothers reported engaging more frequently in math activities with their toddlers than fathers did, but the difference reduced when parents endorsed stronger beliefs about the importance of math for children. Even at very early ages, children experience vastly different opportunities to learn math in the home, with math-related experiences being shaped by both parent gender and parents’ beliefs.
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- Award ID(s):
- 1760844
- NSF-PAR ID:
- 10442271
- Date Published:
- Journal Name:
- Frontiers in Psychology
- Volume:
- 14
- ISSN:
- 1664-1078
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract -
Introduction Current research has documented the home math environment (HME) of preschoolers and kindergarteners. Very few studies, however, have explored the number and spatial activities in which parents engage with children during their toddler years. Methods This study examined the HME of 157 toddlers using several methodologies, including surveys, time diaries, and observations of math talk. Further, it examined correlations within and across data sources to identify areas of convergence and triangulation, and correlated HME measures with measures of toddlers’ number and spatial skills. Results Findings showed that, in general, uses of different types of math activities, including both number and spatial, were intercorrelated within method. Across methods, there was high intercorrelation between the frequency of math activities reported on parent surveys and the diversity of types of math activities endorsed in time diary interviews. Parent math talk gleaned from semi-structured interviews functioned as a separate aspect of the HME; different types of math talk shared few intercorrelations with engagement in math activities as reported in either surveys or time diaries. Finally, several HME measures positively correlated with toddlers’ math skills. Discussion Given extant research demonstrating that both math activities and math talk predict children’s math skills, our results stress the need for multimethod studies that differentiate among these HME opportunities.more » « less
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Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math selfconcepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math, while fathers and children identified more with math than with language. Path analyses models revealed that children’s explicit math self-concepts significantly predicted their actual math achievement. Children’s explicit self-concept was, in turn, explained marginally by the mathematical anxiety of their mothers. Practice or Policy: These results contribute to our understanding of the relation between parental and children’s beliefs and children’s math achievement during early elementary school years. In countries such as Chile, with a significant gender gap in math achievement, these findings may highlight relevant aspects to consider when designing interventions aimed at educational equity and providing equal mathematical learning opportunities to boys and girls.more » « less
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Abstract Objective The study addressed whether specific linguistic variables used by adoptive parents were associated with ratings of the adoptee's relationship with their birth mothers.
Background Parents transmit their beliefs and values to children through verbal and nonverbal communication. The ways in which adoptive parents discuss their child's adoption and birth family can influence the child's adoptive identity development and satisfaction with their adoption arrangements.
Method Participants included mothers, fathers, and adolescents (M age = 15.7 years) in 177 adoptive families of children who were adopted domestically as infants by same‐race parents. The Linguistic Analysis and Word Count 2015 (LIWC2015) program was used to code adoptive parents' interviews regarding their thoughts and feelings about adoption and their child's birth family. Adolescents' views of birth mothers were coded from their interviews.
Results There were significant differences in linguistic patterns when adoptive parents discussed adoption generally compared to when they discussed their child's birth family. Specific linguistic variables used by adoptive mothers and fathers were significantly associated with adopted adolescents' perceptions and feelings towards their birth mothers.
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This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations. Design/methodology/approach: For this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks. Findings: From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges. Research limitations/implications: An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families. Practical implications: Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work. Social implications: The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study’s model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources. Originality/value: This study’s work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/fpsyg.2023.1124056
