Numeracy‐related exchanges in joint storybook reading and play

Abstract

Studies of the processes by which parents encourage early numerical development in the context of parent–child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent–child interactions in reading and play activities at home. Thirty‐seven families with a four‐year‐old child (13 low‐income) were observed. Two types of numeracy interactions were of interest: socio‐cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high‐income parents engaged in more mathematical exchanges during both reading and play than did low‐income parents, though there were no differences in the initiation of socio‐cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy‐related discourse in the context of daily routines to augment young children’s numeracy development.