Specific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten

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dc.article.number121883S
dc.contributor.authorPeake, Christian
dc.contributor.authorAyala, M. Constanza
dc.contributor.authorSusperreguy Jorquera, María Ines
dc.contributor.authorRío, M. Francisca del
dc.date.accessioned2025-05-01T10:31:05Z
dc.date.available2025-05-01T10:31:05Z
dc.date.issued2025
dc.description.abstractHome numeracy environment has been related to the development of early numeracy skills. Previous research has shown the relation between dimensions of the home numeracy environment with general or composite measures of numeracy skills, but specific relations between types of activities at home and the early development of specific numeracy skills are under debate. This research aimed to study these specific relations based on two recognized theoretical models in the literature of mathematical cognition: the Home Numeracy Environment and the Informal Numeracy Skills Model. Early numeracy skills were assessed in 189 Chilean prekindergartners (4.6 years on average, SD = 3 months; 50% girls) at the beginning (Time 1) and the end (Time 2) of the school year, while their parents completed a home numeracy environment questionnaire, which included questions about their education, expectations, attitudes, and math activities. Research Findings: Results from hierarchical multivariate multiple regression showed specific relations depending on the testing time point, showing relations at the beginning of the year and after some months of preschool. Parent's education was positively correlated with all children's early math skills in both Time 1 and Time 2. Practice or Policy: Educational implications and future research directions are discussed.
dc.description.funderANID/FONDECYT No. 11180944; Facultad de Educación, Universidad Diego Portales ANID/Núcleo Milenio [NCS2021_014].
dc.format.extent24 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1080/10409289.2025.2478655
dc.identifier.eisbn9781510653573
dc.identifier.eissn1556-6935
dc.identifier.issn1040-9289
dc.identifier.pubmedid35994695
dc.identifier.scieloidS0718-69242020000300109
dc.identifier.scopusidSCOPUS_ID:86000526698
dc.identifier.urihttps://doi.org/10.1080/10409289.2025.2478655
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103709
dc.identifier.wosidWoS_ID: 001451012400001
dc.information.autorucFacultad de Educación; Susperreguy Jorquera Maria Ines; 0000-0001-5584-2692; 151479
dc.issue.numero24
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final378
dc.pagina.inicio357
dc.relation.ispartofJCO global oncology
dc.revistaEarly Education and Development
dc.rightsacceso restringido
dc.subjectpublic health
dc.subjectChile
dc.subjectdemocracy
dc.subjectcivil participation
dc.subjectreform
dc.subjectqualitative research
dc.subjectLatin America
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleSpecific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten
dc.typeartículo
dc.volumen12
sipa.codpersvinculados151479
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;01-05-2025
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