Abstract
This study examined maternal support of children's math learning at 36months (n=140) as a mediator of the association between early childhood family income and children's counting and calculation skills at 4½ and 6-7years. Family income was associated with this measure of children's math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children's numerical skills at 36months. Maternal support of children's spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
