Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6844211 | Learning, Culture and Social Interaction | 2017 | 11 Pages |
Abstract
At school entry, it is evident that children vary in their literacy and numeracy skills, suggesting that the home environment in which children live and grow may influence a child's learning and development. Semi-structured interviews with parents (NÂ =Â 8), of children aged between 37Â months and 59Â months (MÂ =Â 47.5Â months), were used to investigate child interactions and specific parental views and experiences in relation to mathematical practices at home. Thematic analysis was used to explore behaviour relevant to the home numeracy environment. Six recurrent themes from the interview responses were identified: numeracy environment structure, frequency of number-related experiences, levels of number knowledge, technology attitudes, parent-child interactions and social interaction. The diversity of the themes developed in this study illustrate how the home numeracy environment could be influenced by parents' views and experiences of numeracy-related activities, reported behaviours of their child and children's interactions with others.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Abbie Cahoon, Tony Cassidy, Victoria Simms,