Abstract
Past research has examined parental support for math during early childhood using parent-report surveys and observational measures of math talk. However, since most studies only present findings from one of these methods, the construct (parental support for early math) and the method are inextricably linked, and we know little about whether these methods provide similar or unique information about children's exposure to math concepts. This study directly addresses the mono-operation bias operating in past research by collecting and comparing multiple measures of support for number and spatial skills, including math talk during semi-structured observations of parent-child interactions, parent reports on a home math activities questionnaire, and time diaries. Findings from 128 parents of 4-year-old children reveal substantial within-measure variability across all three data sources in the frequency of number and spatial activities and the type and content of parent talk about number and spatial concepts. Convergence in parental math support measures was evident among parent reports from the questionnaire and time diaries, such that scale composites about monthly number activities were related to number activities on the previous work day, and monthly spatial activities were correlated with spatial activities the prior non-work days. However, few parent report measures from the survey or time diary were significantly correlated with observed quantity or type of math talk in the semi-structured observations. Future research implications of these findings are discussed.
Highlights
Children’s early math learning is gaining widespread interest and investment
We focus on parental support of both number sense and spatial math skills as these are the most widely studied math constructs for young children
We examine the associations among parent questionnaire responses, observed frequencies of math talk, and time diaries to examine the extent to which multiple data sources converge in the assessment of parent support for early math development
Summary
Children’s early math learning is gaining widespread interest and investment. Individual differences in children’s math skills during early childhood are associated with a wide array of academic, health, and economic characteristics in later adolescence and adulthood. Despite the importance of these early skills for later academic success and adult well-being, growing concerns have been raised about the low quantity and quality of math exposure that most young children experience at home (National Research Council, 2009). This concern has been difficult to ascertain from large, longitudinal studies in the United States because parents of preschool-aged children or kindergartners have historically been asked very few questions about their support for early math learning (e.g., Early Childhood Longitudinal Study-Birth cohort; NICHD Study of Early Child Care and Youth Development; ECLS-Kindergarten cohorts). We focus on parental support of both number sense and spatial math skills as these are the most widely studied math constructs for young children
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