Wei W, Wang QY, Luo Q, Li Y. Cross-lagged relationship between home numeracy practices and
early mathematical skills among Chinese young children.
Front Psychol 2022;
13:1033065. [PMID:
36571027 PMCID:
PMC9768183 DOI:
10.3389/fpsyg.2022.1033065]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 11/14/2022] [Indexed: 12/12/2022] Open
Abstract
The present study examined the cross-lagged relationship between home numeracy practices (e.g., formal teaching, number games, and number application) and early mathematical skills (basic number processing, and arithmetic skills) among Chinese young children. A total of 155 children (82 boys; mean age = 67.49 months, SD = 3.58 months) were assessed with basic number processing and arithmetic skills at three timepoints during the kindergarten year, and their parents reported the frequency of parent-child numeracy activities. Main results from random-intercept cross-lagged panel models showed that, at the within-family level, earlier basic teaching activities uniquely predicted subsequent basic number processing, while both advanced teaching activities and number game activities at earlier timepoints predicted the following arithmetic skills. These results indicated a unidirectional effect from home numeracy practices on early mathematical skills during the early years.
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