Supplementary information files for The role of parent-led and child-led home numeracy activities in early mathematical skills

Supplementary files for article The role of parent-led and child-led home numeracy activities in early mathematical skills
Existing studies have shown mixed evidence for the role of the home numeracy environment (HNE) in supporting children’s early numeracy skills. To address some of the limitations of the existing literature, the present study used a multi-method approach to assess the parent-led HNE. Parents of children aged 3-5 years completed a questionnaire to assess the frequency of engagement in home numeracy activities and parent and child number talk was coded from play-based observations to assess the quality of engagement. This study also assessed the role of child-led home numeracy activities, including child number talk and Spontaneous Focusing on Numerosity (SFON) on early numeracy skills. Children (n =164) were assessed on six early number skills (counting, cardinal knowledge, ordering skills, digit naming, arithmetic and symbolic to non-symbolic number mapping). Parent-led activities (questionnaire-assessed HNE activities and parent number talk) were not significantly associated with the composite of these six numeracy skills. There was also no significant association between parent-reported frequency of engagement in HNE activities and parent number talk. Child-led skills (SFON and child number talk) were not significantly associated with the composite numeracy score. Children’s and parents’ use of cardinal number talk was associated with children’s performance on the cardinality task, although associations were small (rs =.22 to .31). This study adds further moderate evidence that parent-led home numeracy activities may not be associated with overall early numeracy skills, and we consider next steps for researchers seeking to understand the role of the HNE.

附加文件：关于家长主导和儿童主导的家庭数学活动在早期数学技能发展中的作用的论文。现有研究表明，家庭数学环境（HNE）在支持儿童早期数学技能方面存在不一致的证据。为了解决现有文献中的一些局限性，本研究采用了多方法手段来评估家长主导的家庭数学环境。3-5岁儿童的家长完成了一份问卷，以评估参与家庭数学活动的频率，并通过基于游戏的观察对家长和儿童的数字对话进行编码，以评估参与质量。本研究还评估了儿童主导的家庭数学活动的作用，包括儿童的数字对话和自发性关注数字（SFON）对早期数学技能的影响。对164名儿童进行了六项早期数字技能（计数、基数知识、排序技能、数字命名、算术和符号到非符号数字映射）的评估。家长主导的活动（问卷评估的HNE活动和家长的数字对话）与这六项数学技能的总体没有显著关联。此外，家长报告的家庭数学活动参与频率与家长的数字对话之间也没有显著关联。儿童主导的技能（SFON和儿童的数字对话）与数学技能的总分没有显著关联。尽管关联度较小（rs = .22 至 .31），儿童和家长使用基数对话与儿童在基数任务上的表现相关。本研究进一步提供了中等的证据，表明家长主导的家庭数学活动可能并不与整体早期数学技能相关联，并且我们考虑了研究人员下一步寻求理解家庭数学环境作用的下一步行动。