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Formal and informal home learning activities in relation to children's early numeracy and literacy skills: the development of a home numeracy model.
J Exp Child Psychol. 2014 May; 121:63-84.JE

Abstract

The purpose of this study was to propose and test a model of children's home numeracy experience based on Sénéchal and LeFevre's home literacy model (Child Development, 73 (2002) 445-460). Parents of 183 children starting kindergarten in the fall (median child age=58 months) completed an early home learning experiences questionnaire. Most of the children whose parents completed the questionnaire were recruited for numeracy and literacy testing 1 year later (along with 32 children from the inner city). Confirmatory factor analyses were used to reduce survey items, and hierarchical regression analyses were used to predict the relation among parents' attitudes, academic expectations for their children, reports of formal and informal numeracy, and literacy home practices on children's test scores. Parental reports of formal home numeracy practices (e.g., practicing simple sums) predicted children's symbolic number system knowledge, whereas reports of informal exposure to games with numerical content (measured indirectly through parents' knowledge of children's games) predicted children's non-symbolic arithmetic, as did numeracy attitudes (e.g., parents' enjoyment of numeracy). The home literacy results replicated past findings; parental reports of formal literacy practices (e.g., helping their children to read words) predicted children's word reading, whereas reports of informal experiences (i.e., frequency of shared reading measured indirectly through parents' storybook knowledge) predicted children's vocabulary. These findings support a multifaceted model of children's early numeracy environment, with different types of early home experiences (formal and informal) predicting different numeracy outcomes.

Authors+Show Affiliations

Faculty of Education, University of Winnipeg, Winnipeg, Manitoba R3B 2E9, Canada. Electronic address: s.skwarchuk@uwinnipeg.ca.Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B6, Canada.Institute of Cognitive Science and Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B6, Canada.

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

24462995

Citation

Skwarchuk, Sheri-Lynn, et al. "Formal and Informal Home Learning Activities in Relation to Children's Early Numeracy and Literacy Skills: the Development of a Home Numeracy Model." Journal of Experimental Child Psychology, vol. 121, 2014, pp. 63-84.
Skwarchuk SL, Sowinski C, LeFevre JA. Formal and informal home learning activities in relation to children's early numeracy and literacy skills: the development of a home numeracy model. J Exp Child Psychol. 2014;121:63-84.
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children's early numeracy and literacy skills: the development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84. https://doi.org/10.1016/j.jecp.2013.11.006
Skwarchuk SL, Sowinski C, LeFevre JA. Formal and Informal Home Learning Activities in Relation to Children's Early Numeracy and Literacy Skills: the Development of a Home Numeracy Model. J Exp Child Psychol. 2014;121:63-84. PubMed PMID: 24462995.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Formal and informal home learning activities in relation to children's early numeracy and literacy skills: the development of a home numeracy model. AU - Skwarchuk,Sheri-Lynn, AU - Sowinski,Carla, AU - LeFevre,Jo-Anne, Y1 - 2014/01/22/ PY - 2013/03/11/received PY - 2013/11/15/revised PY - 2013/11/16/accepted PY - 2014/1/28/entrez PY - 2014/1/28/pubmed PY - 2014/12/15/medline KW - Early literacy KW - Early numeracy KW - Home environment KW - Kindergarten readiness skills KW - Parent attitudes KW - Parental involvement SP - 63 EP - 84 JF - Journal of experimental child psychology JO - J Exp Child Psychol VL - 121 N2 - The purpose of this study was to propose and test a model of children's home numeracy experience based on Sénéchal and LeFevre's home literacy model (Child Development, 73 (2002) 445-460). Parents of 183 children starting kindergarten in the fall (median child age=58 months) completed an early home learning experiences questionnaire. Most of the children whose parents completed the questionnaire were recruited for numeracy and literacy testing 1 year later (along with 32 children from the inner city). Confirmatory factor analyses were used to reduce survey items, and hierarchical regression analyses were used to predict the relation among parents' attitudes, academic expectations for their children, reports of formal and informal numeracy, and literacy home practices on children's test scores. Parental reports of formal home numeracy practices (e.g., practicing simple sums) predicted children's symbolic number system knowledge, whereas reports of informal exposure to games with numerical content (measured indirectly through parents' knowledge of children's games) predicted children's non-symbolic arithmetic, as did numeracy attitudes (e.g., parents' enjoyment of numeracy). The home literacy results replicated past findings; parental reports of formal literacy practices (e.g., helping their children to read words) predicted children's word reading, whereas reports of informal experiences (i.e., frequency of shared reading measured indirectly through parents' storybook knowledge) predicted children's vocabulary. These findings support a multifaceted model of children's early numeracy environment, with different types of early home experiences (formal and informal) predicting different numeracy outcomes. SN - 1096-0457 UR - https://www.unboundmedicine.com/medline/citation/24462995/Formal_and_informal_home_learning_activities_in_relation_to_children's_early_numeracy_and_literacy_skills:_the_development_of_a_home_numeracy_model_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0022-0965(13)00243-9 DB - PRIME DP - Unbound Medicine ER -