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Article: The unique role of father-child numeracy activities in number competence of very young Chinese children

TitleThe unique role of father-child numeracy activities in number competence of very young Chinese children
Authors
KeywordsChinese children
fathers' involvement
home numeracy activities
mothers' involvement
number competence
Issue Date2019
PublisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/10009397
Citation
Infant and Child Development, 2019, v. 28 n. 4, article no. e 2135 How to Cite?
AbstractBased on a sample of 109 Hong Kong nursery children aged approximately 3 years and their parents, this study investigated how Chinese parents contributed to their very young children's mathematics achievement and disentangled mothers' and fathers' roles. Fathers and mothers were asked to independently report the frequencies of their own engagement in a range of numeracy activities with their children. Children were tested individually on their numeracy competencies. The results showed that fathers reported higher frequencies of engagement in number game activities than mothers. Further, fathers' reported use of real-life applications to teach number knowledge was a significant predictor of their children's number knowledge above and beyond the child's age, gender, parental education, and family income. More importantly, this predictive relation was independent of mothers' effects. The findings highlight the importance of paternal involvement for very young Chinese children's number learning. Practical implications are discussed. Highlights: This study examines mother-child and father-child numeracy activities in relation to Chinese young children's number knowledge. Fathers are involved in more number game activities with their children than were mothers. Fathers' use of real-life applications to teach number knowledge is a significant predictor of their children's number knowledge. © 2019 John Wiley & Sons, Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/275779
ISSN
2012 Impact Factor: 0.867
2015 SCImago Journal Rankings: 0.845

 

DC FieldValueLanguage
dc.contributor.authorLiu, Y-
dc.contributor.authorZhang, X-
dc.contributor.authorSong, Z-
dc.contributor.authorYang, W-
dc.date.accessioned2019-09-10T02:49:31Z-
dc.date.available2019-09-10T02:49:31Z-
dc.date.issued2019-
dc.identifier.citationInfant and Child Development, 2019, v. 28 n. 4, article no. e 2135-
dc.identifier.issn1522-7227-
dc.identifier.urihttp://hdl.handle.net/10722/275779-
dc.description.abstractBased on a sample of 109 Hong Kong nursery children aged approximately 3 years and their parents, this study investigated how Chinese parents contributed to their very young children's mathematics achievement and disentangled mothers' and fathers' roles. Fathers and mothers were asked to independently report the frequencies of their own engagement in a range of numeracy activities with their children. Children were tested individually on their numeracy competencies. The results showed that fathers reported higher frequencies of engagement in number game activities than mothers. Further, fathers' reported use of real-life applications to teach number knowledge was a significant predictor of their children's number knowledge above and beyond the child's age, gender, parental education, and family income. More importantly, this predictive relation was independent of mothers' effects. The findings highlight the importance of paternal involvement for very young Chinese children's number learning. Practical implications are discussed. Highlights: This study examines mother-child and father-child numeracy activities in relation to Chinese young children's number knowledge. Fathers are involved in more number game activities with their children than were mothers. Fathers' use of real-life applications to teach number knowledge is a significant predictor of their children's number knowledge. © 2019 John Wiley & Sons, Ltd.-
dc.languageeng-
dc.publisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/10009397-
dc.relation.ispartofInfant and Child Development-
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Postprint This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.subjectChinese children-
dc.subjectfathers' involvement-
dc.subjecthome numeracy activities-
dc.subjectmothers' involvement-
dc.subjectnumber competence-
dc.titleThe unique role of father-child numeracy activities in number competence of very young Chinese children-
dc.typeArticle-
dc.identifier.emailZhang, X: xzhang1@hku.hk-
dc.identifier.authorityZhang, X=rp02192-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1002/icd.2135-
dc.identifier.scopuseid_2-s2.0-85066131950-
dc.identifier.hkuros303127-
dc.identifier.volume28-
dc.identifier.issue4-
dc.identifier.spagearticle no. e 2135-
dc.identifier.epagearticle no. e 2135-
dc.publisher.placeUnited Kingdom-

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