| Autor: |
Blevins‐Knabe, Belinda, Austin, Ann Berghout, Musun, Linda, Eddy, Annette, Jones, Randall M. |
| Zdroj: |
Early Child Development & Care; Jan2000, Vol. 165 Issue 1, p41-58, 18p |
| Abstrakt: |
Three studies are reported which describe aspects of the early childhood environment surrounding the development of mathematics concepts. Study 1 examined the beliefs and attitudes of family home day care providers concerning mathematics. Although providers rated math skills lower in importance than other skills, they thought that math skills were acquired in the same way as other skills. In Study 2 both parent and family day care providers reported similar frequencies for engaging children in math activities. In Study 3 we addressed the question of whether the beliefs and reported activities of parents and providers predict children's performance on the Test of Early Mathematics Ability‐2. The frequency of math activities reported by parents or family day care providers was not significantly correlated with children's mathematics achievement scores in either age group. It appears that some mathematical activities do occur in children's homes and in family day care, but the frequency and scope of these experiences is limited. †This paper is based on research first reported at the biennial meetings of the Society for Research in Child Development, 1997; and the Southwestern Society for Research in Human Development, 1998. The research was supported by the Marie Wilson Howells Endowment to the Department of Psychology and by the Utah State University Agriculture Experiment Station. [ABSTRACT FROM PUBLISHER] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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