Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6: A longitudinal analysis using video observations and survey data     

Yiran Vicky Zhao  Jenny Louise Gibson 《Child development》2023,94(6):e377-e392

This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes.  相似文献   

What is the current level of knowledge and confidence of mainstream school SENCOs in sensory integration theory and using sensory strategies within education?     

Jenny Quinn  Katy Pedlow  Chris Bleakley 《Support for Learning》2022,37(1):80-90

The aims of the study were: to identify the number of SENCOs who have received specific training on sensory integration. To determine the understanding of the eight senses and sensory integration theory and sensory strategies. Determine any common gaps in knowledge or misconceptions. Fifty-five surveys were completed. 40% of respondents had received training on sensory processing. There was a significant chi-squared correlation between those that had received training and those that stated they did not know or made guesses about what the vestibular and proprioceptive senses are important for. There was a correlation between those that had received training and those that had good knowledge of the signs of sensory hyper-responsivity. There was no statistical significance of increased knowledge on sensory hypo-responsivity between those who had and had not received training. SENCOs who rated their school as being sensory-friendly had a greater understanding of what sensory integration is important for. Pertinently, those who rated their school as being ‘sensory-friendly’ (45.5%) were 8.5 times more likely to know sensory integration is needed for self-regulation. A number of recommendations are made including the need for greater collaboration between therapists and teachers to increase understanding of sensory integration and the impact of this on a child's education and wellbeing at school. Sensory strategy programmes are to be written with teaching staff and not given by the therapist in an ‘expert’ role. Sensory integration awareness training, including why and how to utilise sensory strategies, is to be encompassed in the SENCO national qualification.  相似文献