Influences of social context on parent guidance and low-income preschoolers' independent and guided math performance

Abstract

Mathematical knowledge at school entry predicts school achievement, and children from low-income families are at risk for low math achievement. The study purpose was to observe low-income parents' numeracy guidance in two contexts, a board game and a number concept assessment, and to compare preschoolers' independent and guided math performances. Eighteen four-year-olds enrolled in Head Start participated with one parent. Although parents employed guidance for a wider range of math activities during the number assessment activity as compared with the board game, the total guidance provided in each context did not differ. In both contexts, children performed at a higher level when guided by a parent as compared with independent math performance. Parental reports of home numeracy practices were positively correlated with children's math abilities but not with observed parent guidance. The findings provide further support for the importance of adult guidance in order to enhance children's opportunities to reinforce known skills and develop new mathematical understandings.

Keywords:

• preschoolers
• low-income families
• numeracy
• parent–child interactions
• mathematical abilities
• guided participation

Acknowledgements

We would like to thank the staff, parents and preschoolers of the participating Head Start preschools. Their time and interest in the project was invaluable. We also thank Elon University for financial assistance provided in the form of a Faculty Research and Development grant to the first author and support from the Undergraduate Research Programme and the Elon College Fellows Programme to the second author. We are also indebted to Brittany Mills, Alyssa Kendall and Kate Massey for their assistance with data collection.

Notes on contributors

Maureen Vandermaas-Peeler is a professor of Psychology at Elon University. She served as Director of the Honors Program from 2008 to 2013. She is a developmental psychologist with a particular interest in understanding how social and cultural practices support young children's development. Her research focuses on ways that young children learn by interacting with others in their family and community.

Caroline Pittard graduated as an Elon College Fellow from Elon University in 2013 with a degree in Psychology. She will be pursuing her PhD in Counseling Psychology at the University of Louisville, KY in Fall, 2013.