The relationship between children's home experiences and their mathematical skills on entry to school
Young‐Loveridge, Jennifer M.; Young‐Loveridge, Jennifer M.; Education Department, University of Canterbury
Журнал:
Early Child Development and Care
Дата:
1989
Аннотация:
This study describes the home experiences of six children who varied in their level of numerical understanding (either high or low) and in the socio‐economic status of their families (high or low). The study showed that children enter school with vastly different kinds of experiences with numbers and these seemed to be related to the extent of their knowledge of number concepts. Number experiences included domestic activities such as baking and shopping; games such as Snakes and Ladders, Strip‐Jack‐Naked, Poker, Monopoly, Bingo, and dominoes; experiences with time such as using calendars, clocks, and car speedometers; and experience handling calculators and money. The high scorers were characterized by exposure to a wide range of experiences involving numbers, a strong orientation towards numeracy by members of their families, and the opportunity to observe their mothers using numbers to solve everyday problems of their own. the low scorers, on the other hand, had few number experiences, an orientation by their families towards literacy but not numeracy, little opportunity to observe their mothers using numbers for the solution of practical problems of their own, as well as relatively low family expectations for their mastery of skills. It appeared that what happened in individual families in terms of numeracy events was much more important in determining the development of number concepts than was the socio‐economic status of the family, as measured by gross social status variables such as father's occupation or mother's education.
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