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postgraduate thesis: The effects of family support on preschoolers' early numeracy

TitleThe effects of family support on preschoolers' early numeracy
Authors
Issue Date2016
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chin, Y. [錢宛瑋]. (2016). The effects of family support on preschoolers' early numeracy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThis study aimed to explore the effects of family support on preschoolers’ early numeracy. Ninety-two preschoolers’ performance in early numeracy was predicted by the frequencies of home numeracy activities through reports from parents’ questionnaire, and was reassessed after thirty-nine parents who attended training had conducted home numeracy activities in the following two weeks. Measures of early numeracy skills focused on children’s knowledge in number word sequence, one-to-one correspondence, cardinality, and classification of objects. Results from regression analysis showed that frequencies of home numeracy activities reported by parents strongly predicted children’s numerical abilities. In particular, higher frequencies of arithmetic activities predicted children’s performance in number word sequence and classification ability. Results from ANCOVA revealed children whose parents were instructed to conduct more home numeracy activities with them showed better performance in classification of pictures according to their attributes than their peers whose parents were not instructed to do so. Overall, home numeracy activities showed tendencies in benefitting acquisition of early numeracy skills among preschool children.
DegreeMaster of Social Sciences
SubjectMathematics - Study and teaching (Preschool)
Parent participation - Education, Preschool
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/252055

 

DC FieldValueLanguage
dc.contributor.authorChin, Yuen-wai-
dc.contributor.author錢宛瑋-
dc.date.accessioned2018-04-09T14:36:57Z-
dc.date.available2018-04-09T14:36:57Z-
dc.date.issued2016-
dc.identifier.citationChin, Y. [錢宛瑋]. (2016). The effects of family support on preschoolers' early numeracy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/252055-
dc.description.abstractThis study aimed to explore the effects of family support on preschoolers’ early numeracy. Ninety-two preschoolers’ performance in early numeracy was predicted by the frequencies of home numeracy activities through reports from parents’ questionnaire, and was reassessed after thirty-nine parents who attended training had conducted home numeracy activities in the following two weeks. Measures of early numeracy skills focused on children’s knowledge in number word sequence, one-to-one correspondence, cardinality, and classification of objects. Results from regression analysis showed that frequencies of home numeracy activities reported by parents strongly predicted children’s numerical abilities. In particular, higher frequencies of arithmetic activities predicted children’s performance in number word sequence and classification ability. Results from ANCOVA revealed children whose parents were instructed to conduct more home numeracy activities with them showed better performance in classification of pictures according to their attributes than their peers whose parents were not instructed to do so. Overall, home numeracy activities showed tendencies in benefitting acquisition of early numeracy skills among preschool children. -
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshMathematics - Study and teaching (Preschool)-
dc.subject.lcshParent participation - Education, Preschool-
dc.titleThe effects of family support on preschoolers' early numeracy-
dc.typePG_Thesis-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2016-
dc.identifier.mmsid991043983785703414-

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