Parental Numeracy Expectations, Home Numeracy Activities, and Children’s Early Numeracy Skills in Mainland China Across Urban and Rural Areas
Year: 2025
Type: article
Study design: Observational Study
Abstract: Research Findings: This study aimed to examine the relationships between HNE (parental numeracy expectations and home numeracy activities) and children’s early numeracy skills, as well as the moderating effect of area level in the relationship between home numeracy activities and early numeracy, were explored. One hundred and eighty-two kindergarten children (Mage = 55.17 months) were assessed on early numeracy skills, and their parents completed a survey on HNE. Results showed that traditional and digital home numeracy activities were significantly associated with children’s early numeracy skills. Finally, although no direct or indirect effects from parental numeracy expectations (via home numeracy activities) were found in predicting children’s numeracy skills for both area levels, the predictive powers of traditional and digital home numeracy activities on early numeracy were different. Overall, these results suggest that regarding basic numeracy, Chinese parents may attach similar importance to home activities regardless of area, and children could reach a certain level at a young age. Practice or Policy: The digital aspect of home numeracy activities should be included in the home numeracy environment, and exploring the effects of traditional and digital home numeracy activities on the other early mathematic skills, such as arithmetic, spatial skills, and geometry is needed.
Source: Early Education and Development
Authors: Han Yuan, Tijs Kleemans, Eliane Segers
Institutions: Shenzhen University, Radboud University Nijmegen
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
Awards: G6189970617, G647127628
OpenAlex ID: W4411412982