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Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities
Author(s) -
Eason Sarah H.,
Ramani Geetha B.
Publication year - 2018
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13199
Subject(s) - psychology , formal learning , set (abstract data type) , developmental psychology , formal education , mathematics education , pedagogy , computer science , programming language
This study examined parent–child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high‐quality math engagement. Seventy‐two dyads of parents and 4‐ and 5‐year‐olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Parents rated the formal learning and guided play activities as equally supportive of math learning, but rated the guided play activity as more enjoyable than the formal learning activity. The findings have implications for how parents should be encouraged to support preschoolers’ math learning.