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Parent education interventions designed to support the transition to parenthood: A realist review

Autor: Judy L. Buchan, Brenda L. Smith-Chant, Stuart Shanker, Cyndi Gilmer, Anne Fenwick, Claudine T. Bennett, Nicole Letourneau

Publikováno v: International Journal of Nursing Studies. 59:118-133

Background Public health nurses use parent education programmes to support individuals' transition to parenthood. A wide array of these programmes exists; however, the approach must be accommodated by resources available in a publicly funded system.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3ab4e63505fd268eefd6d5ffe0a5d88c
https://doi.org/10.1016/j.ijnurstu.2016.03.015

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Development of Mathematical Knowledge in Young Children: Attentional Skill and the Use of Inversion

Autor: Sheri-Lynn Skwarchuk, Brenda L. Smith-Chant, Jo-Anne LeFevre, Rebecca Watchorn, Jeffrey Bisanz, Lisa Fast

Publikováno v: Journal of Cognition and Development. 15:161-180

The principle of inversion, that a + b − b must equal a, is a fundamental property of arithmetic, but many children fail to apply it in symbolic contexts through 10 years of age. We explore three hypotheses relating to the use of inversion that ste

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::ba6522ded67f89316bb094b4bc87ef97
https://doi.org/10.1080/15248372.2012.742899

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Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach

Autor: Alba Agostino, Allison Stubbs, Kimberly P. Raghubar, Brenda L. Smith-Chant, Marcia A. Barnes, Jack M. Fletcher, Susan H. Landry, Heather B. Taylor

Publikováno v: Journal of the International Neuropsychological Society. 17:431-444

Preschoolers with spina bifida (SB) were compared to typically developing (TD) children on tasks tapping mathematical knowledge at 36 months (n = 102) and 60 months of age (n = 98). The group with SB had difficulty compared to TD peers on all mathema

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b29fd0b653b7a2c4b3d397dc670771f5
https://doi.org/10.1017/s1355617711000233

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Pathways to Mathematics: Longitudinal Predictors of Performance

Autor: Jo-Anne LeFevre, Marcie Penner-Wilger, Brenda L. Smith-Chant, Jeffrey Bisanz, Lisa Fast, Deepthi Kamawar, Sheri-Lynn Skwarchuk

Publikováno v: Child Development. 81:1753-1767

A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal developme

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::e55b3bce2fcf8d241214952f34e2201f
https://doi.org/10.1111/j.1467-8624.2010.01508.x

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Home numeracy experiences and children’s math performance in the early school years

Autor: Brenda L. Smith-Chant, Deepthi Kamawar, Sheri-Lynn Skwarchuk, Lisa Fast, Jeffrey Bisanz, Jo-Anne LeFevre

Publikováno v: Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement. 41:55-66

Children’s numerical competence in kindergarten is highly predictive of their acquisition of mathematics in Grade 1 and Grade 2, suggesting that experiences at home before schooling are important in understanding how numeracy develops. In this stud

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::ceaec6218eb0b6e0882ec87ffbbc9df5
https://doi.org/10.1037/a0014532

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What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2

Autor: Deepthi Kamawar, Jesse S. Arnup, Erin Sargla, Jeffrey Bisanz, Jo-Anne LeFevre, Sheri-Lynn Skwarchuk, Brenda L. Smith-Chant, Marcie Penner-Wilger, Lisa Fast

Publikováno v: Journal of Experimental Child Psychology. 93:285-303

The development of conceptual and procedural knowledge about counting was explored for children in kindergarten, Grade 1, and Grade 2 (N = 255). Conceptual knowledge was assessed by asking children to make judgments about three types of counts modele

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::116fe9026b68052a2240ed9283dc40c8
https://doi.org/10.1016/j.jecp.2005.11.002

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Doing as they are told and telling it like it is: Self-reports in mental arithmetic

Autor: Brenda L. Smith-Chant, Jo-Anne LeFevre

Publikováno v: Memory & Cognition. 31:516-528

Adults (n = 64) solved single-digit multiplication problems under both speed and accuracy instructions. Half also provided self-reports of their solutions to the problems. The participants with relatively low levels of arithmetic fluency were most in

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::41b9ec82d0a195f57a52c360ad938075
https://doi.org/10.3758/bf03196093

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Refining the quantitative pathway of the Pathways to Mathematics model

Autor: Jeffrey Bisanz, Sheri-Lynn Skwarchuk, Jo-Anne LeFevre, Deepthi Kamawar, Carla Sowinski, Brenda L. Smith-Chant

Publikováno v: Journal of experimental child psychology. 131

In the current study, we adopted the Pathways to Mathematics model of LeFevre et al. (2010). In this model, there are three cognitive domains—labeled as the quantitative, linguistic, and working memory pathways—that make unique contributions to c

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https://pubmed.ncbi.nlm.nih.gov/25521665

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On Refining Theoretical Models of Emergent Literacy The Role of Empirical Evidence

Autor: Karen V Colton, Jo-Anne LeFevre, Monique Sénéchal, Brenda L. Smith-Chant

Publikováno v: Journal of School Psychology. 39:439-460

Children's emergent literacy has received considerable attention in the last decade. The modal view of emergent literacy is that it encompasses all aspects of children's oral and written language skills. The present article proposes an alternative vi

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https://doi.org/10.1016/s0022-4405(01)00081-4

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