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1.
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices.  相似文献   

2.
ABSTRACT

Ethnic minority parents often appear to be less involved in school functions and activities than their culturally dominant counterparts. Their invisibility is usually assumed due to a lack of either interest or parental capacity to oversee their children’s education. However, the simplistic equation between parental involvement in children’s education and their participation in school is largely informed by middle-class cultural norms that ignore diversity. Data drawn from home visits and in-depth, semi-structured interviews amongst Pakistani parents and children in Hong Kong reveals that the involvement of these parents only seems less visible because it is largely based at home rather than in schools. The parental involvement of this ethnic minority is influenced by socio-economic and cultural factors that separate school from home, divide parental responsibilities by gender, and set expectations for children with primary reference to the parents’ own experiences. These research findings on how such characteristics shape the outcomes of parental involvement can inform school practices to build more effective home-school collaboration and enhance children’s academic achievement.  相似文献   

3.
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement.  相似文献   

4.
The present longitudinal study examined the cross-lagged relations between parental causal attributions of children’s math success to children’s ability, parental help, children’s math performance and task persistence. A total of 735 children, their mothers, fathers and teachers were assessed twice – at the end of the second and the third grades. Children were tested in math and parents filled out questionnaires measuring causal attributions. Children’s task persistence was reported both by parents and by class teachers. The results of path analyses indicated mutual negative effects between mothers’ and fathers’ help attributions and children’s math performance, and a positive effect of mothers’ ability attributions on children’s math performance. Cross-lagged relations were also found for children’s math performance and task persistence. However, relations between parental attributions and children’s task persistence were evident only for fathers’ ability attributions. The findings emphasise the importance of examining both mothers and fathers, home and school context.  相似文献   

5.
ABSTRACT

This study investigated the influence of guidance instruction and type of activity on parental guidance of young children’s mathematics and scientific inquiry during cooking, games, and nature activities at home. Thirty families participated with their preschool-aged child; half were randomly assigned to an inquiry guidance instruction group and encouraged to support children’s reasoning with open-ended prompts and questions. Families participated in activities for one month, some of which they audio-recorded. Families engaged in processes of comparing, predicting, evaluating and concluding more often after inquiry guidance instruction, and incorporated inquiry processes into all activity types. Mathematics was most frequently observed in games and cooking. The results suggest that parents can use inquiry guidance to support preschoolers’ mathematics and scientific inquiry in a variety of activities performed at home. As children engage in inquiry-based learning during co-constructed activities with parents, they develop conceptual understanding of mathematics and scientific inquiry in a positive social context.  相似文献   

6.
This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping several domains of parental involvement, and children were assessed on mathematics anxiety, whole number arithmetic, word problems, and algebraic reasoning. Research Findings: The results indicated that parents influence children's mathematics achievement by reducing mathematics anxiety, particularly for more difficult kinds of mathematics. Specifically, the mediation analyses demonstrated that parental home support and expectations influenced children's performance on word problems and algebraic reasoning by reducing children's mathematics anxiety. Mathematics anxiety did not mediate the relationship between home support and expectations and whole number arithmetic. Practice or Policy: Policies and programs targeting parental involvement in mathematics should focus on home-based practices that do not require technical mathematical skills. Parents should receive training, resources, and support on culturally appropriate ways to create home learning environments that foster high expectations for children's success in mathematics.  相似文献   

7.
This article explores immigrant mothers’ experiences and perspectives on early learning to identify the underlying principles of parents’ learning theories and their concerns about pedagogic practices at school. It employs data from interviews with nineteen immigrant mothers that reveal a discord between learning beliefs and practices at home and school. The paper argues that mothers’ cultural capital may shape their perspectives on learning, which may subsequently influence their children’s cultural capital and interests. Supporting children’s learning at school requires examining home learning beliefs so that teachers can establish a two-way exchange of knowledge, ideas and perspectives with common objectives of respecting differences and exploring possible reconciliation of differences. This paper urges educators to bridge home and school through engaging in dialogue with parents so that parents’ cultural capital and their understanding about play-based learning work to their children’s advantage.  相似文献   

8.

Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.

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9.
ABSTRACT

Parental engagement is shown to have a significant effect on educational outcomes, especially at primary school level. It can take a variety of forms including helping children with homework and attending parents’ evenings. Evidence suggests that parents with lower socio-economic status (SES) are less likely to engage in their children's education and there is a tendency to label such parents as ‘hard to reach’. However, in reality these parents may find the school itself ‘hard to reach’. This paper explores the relationship between schools and families, offering a critical review of relevant literature and then presenting data from a study of five outstanding schools in Stoke-on-Trent, Britain that have successfully engaged parents in their children's learning. In so doing it challenges some of the assumptions that are made regarding lower SES parents in terms of parental engagement.  相似文献   

10.
This study examined parent–child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Parents rated the formal learning and guided play activities as equally supportive of math learning, but rated the guided play activity as more enjoyable than the formal learning activity. The findings have implications for how parents should be encouraged to support preschoolers’ math learning.  相似文献   

11.
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12.
This article reports on a small scale study, examining the influence of parental faith belief on parental engagement with children’s learning. The literature surrounding parental engagement and the impact of familial belief on children’s outcomes is examined. It is clear from work in the US that familial faith belief has an impact; however, the previous literature is almost entirely quantitative in nature and does not reflect the faith make up of the UK. The article then reports the results of an online survey of parents, examining parental perception of the impact of belief, of faith/belief group and other issues on their engagement with their children’s learning. Analysis of the results are presented, and contextualised for the UK.  相似文献   

13.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

14.
Abstract

This study aims to understand the ways in which children’s play is situated in and shaped by middle-class parenting practices in South Korea. Drawing on a set of data collected through semi-structured interviews with 16 parents having children aged 6–11?years, I observe that despite the widespread rhetoric of the significance of play, parents’ scheduling of their children’s daily routine centres around ‘study’, while play, especially free play, is left for in between times and limited spaces. Play is prominently associated with and instrumental in developing children’s social skills and ensuring their emotional state. In line with the trend in the Global North where a broader concept of play is being institutionalised and incorporated into organised enrichment activities, play spaces are increasingly becoming a site of strategic family consumption. The changing geographies of play strongly reflect the neoliberal climate which generates anxiety and exhaustion related to parenting practices.  相似文献   

15.
Abstract

Parental collaboration is both promoted for enhancing children’s performance and criticized for reproducing educational inequality. The issue of parental collaboration, thus, presents an opportunity to discuss theoretical differences in current debates about education, notably the educational consequences of social background and governmentality. The article emphasizes the conflictual nature of children’s school lives and analyzes the social interplay between the involved subjects, who are connected through their engagement in common matters and concerns. Our analysis challenges approaches inspired by Bourdieu that analyze the social reproduction of inequality in terms of discrepancies between parental style and the culture of the school. It also raises questions about the Foucauldian perspective which regards policies and practices of parental collaboration as means to govern parents. Through a discussion of these analyses, the article shows how different ways of conceptualizing parental collaboration offer different opportunities for organizing collaboration and dealing with the historical problems of the school.  相似文献   

16.
Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co-researchers to ask their child to photograph and/or draw pictures that represent their daily lived experiences over the lockdown period. We then asked parents to interview their children (24 in total, 13 in the UK and 11 in China), using the children's artwork as prompts, and finally we interviewed parents. Through the data collection process, parents captured their children's experiences and feelings since the coronavirus struck. The data was analysed using Foucault's theory of discourse to provide unique and comparative insights into children's experiences in the UK and China during this exceptional time. Ours is the first study to integrate parents' and children's views of Covid-19, drawing on parents as co-researchers. We argue that combining the data collection methods and drawing on parents as co-researchers enabled parents to gain insights into an understanding of their child's lived experiences throughout the pandemic that might otherwise have been unknown. These insights were often unexpected for parents, and have been grouped around themes of parental relief, anxiety and understanding.  相似文献   

17.
ABSTRACT

Social workers often feel ill-prepared to effectively engage parents in conversations about guilt, shame, and blame related to their children’s mental health or substance use challenges. To address that problem, we suggest that specific content should be integrated into social work courses to teach students how to acknowledge and sensitively manage these issues in their practice with families across cultures and family forms. Content, activities, and assignments are offered, built around three learning strategies (enhanced lecture, case-based learning, and experiential learning) to help students build therapeutic relationships based on a deep appreciation of parents’ emotional experiences.  相似文献   

18.
The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ).  相似文献   

19.
Abstract

The heterogeneity of the contemporary Indian middle-class has been discussed widely. However, the effect of its internal differences on the distribution of educational resources needs to be examined systematically. Drawing upon in-depth interviews with parents in 53 middle-class families in Dehradun, India, this paper explores three aspects of the home-school relationship: how socioeconomic transformations shape parents’ aspirations for their children’s future, educational decisions parents make to realise those aspirations, and mothers’ engagement in their children’s everyday schooling. The tripartite analysis reveals that despite sharing common educational goals and strategies with the population in general, middle-class families in India use their class privilege to gain valuable educational resources. The paper argues that the discrepancy in the mobilisation of accumulated resources in the heterogeneous middle-class results in disparate educational advantages across families. It critiques the binary construction of social classes when explaining the processes of social reproduction in contemporary Indian society.  相似文献   

20.
As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students’ poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The author aimed to close the gap in knowledge about math anxiety in children by examining contextual factors related to math anxiety in second-grade children. The author used the theory of triadic reciprocity as the theoretical model in this study in which children (n = 91) and their parents (n = 81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second-grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount of variance explained in math anxiety.  相似文献   

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