Early Mathematics and Phonological Awareness in Two Child Care Settings

Autor/inn/en	Austin, Ann M. Berghout; Blevins-Knabe, Belinda; Lokteff, Maegan
Titel	Early Mathematics and Phonological Awareness in Two Child Care Settings
Quelle	In: Early Child Development and Care, 183 (2013) 9, S.1197-1214 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.716832
Schlagwörter	Early Childhood Education; Mathematics Instruction; Phonological Awareness; Child Care Centers; Child Development; Young Children; Emergent Literacy; Receptive Language; Mathematics Skills; Correlation; Institutional Characteristics; Student Characteristics; Numeracy; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematics lessons; Mathematikunterricht; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Kindesentwicklung; Frühe Kindheit; Frühleseunterricht; Rezeptive Kommunikationsfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Rechenkompetenz
Abstract	Curriculum development during early childhood is informed through an understanding of the cognitive skills that develop concurrently in the earliest years. Extending previous work, this study examined the relationship between early mathematics and phonological awareness (PA) skills for 37 children (14 girls; overall mean age?=?47.6 months, SD?=?11.17) attending centre or home-based child care. Assessments included the Peabody picture vocabulary test - third edition (PPVT-III), test of early mathematics ability-3 (TEMA-3), and phonological awareness literacy screening. Letter sounds (LS) and name writing (NW) significantly mediated the relationship between PPVT and TEMA, while letter awareness (LA) approached significance as a mediator ("p"?=?0.06). These findings support LeFevre et al.'s [(2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81, 1753-1767] claim that the linguistic pathway is in use for certain components of mathematical performance. Our results suggest a developmental pathway with TEMA skills linked with LA and LS for three- and four-year-olds and NW for four-year-olds. As children develop new skills, changes take place in both domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10