Examining the Home Numeracy Environments of Young Children
DOI:
https://doi.org/10.33308/26674874.2024381705Keywords:
Home Numeracy Environment, Home Math Environment, Home Learning Environment, Early Math EducationAbstract
The home environment is important for children's survival and development. It’s crucial to understand the home numeracy environment (HNE) and how it affects children's mathematical skills. In this study, the cross-sectional survey model was used to evaluate young children's HNE. For this purpose, a scale to determine the HNE was adapted to Turkish culture and language, and the validity and reliability of the scores obtained from this scale were calculated. In addition, hierarchical regression analysis was utilized to explore the potential association between the scale's total scores and independent variables. Factor analysis showed that the "Home Numeracy Environment (HNE)" formed a single-factor structure. It was concluded that the scores obtained from the scale gave reliable results (α:.72). The results of the hierarchical regression analysis indicated that age, having the child's own room, and socioeconomic status were significant predictors of the variance in the HNE total scores (p< .05).
Downloads
References
Ammar, D., Acevedo, G.A., & Cordova, A. (2013). Affordances in the home environment for motor development: A cross-cultural study between American and Lebanese children. Child Development Research, Article ID 152094, 1-5. DOI: https://doi.org/10.1155/2013/152094
Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. DOI: https://doi.org/10.1016/j.ecresq.2011.08.003
Baroody, A. J., & Lai, M. (2007). Preschoolers’ understanding of the addition–subtraction inverse principle: A Taiwanese sample. Mathematical Thinking and Learning, 9(2), 131-171. DOI: https://doi.org/10.1080/10986060709336813
Baroody, A. J., Lai, M. L., Li, X., & Baroody, A. E. (2009). Preschoolers’ understanding of subtraction-related principles. Mathematical Thinking and Learning, 11(1-2), 41-60. DOI: https://doi.org/10.1080/10986060802583956
Baroody, A., & Tiilikainen, S. (2003). Two perspectives on addition development. In A. Baroody & A. Dowker (Eds.) The development of arithmetic concepts and skills: Constructing adaptive expertise (pp.75–125). Lawrence Erlbaum Associates Publishers.
Basto, M., & Pereira, J. M. (2012). An SPSS-R menu for ordinal factor analysis. Journal of Statistical Software, 46(4), 1-29. DOI: https://doi.org/10.18637/jss.v046.i04
Bekman, S. (2004). Early home intervention to promote school readiness: A Turkish experience. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 7(1), 16-34. DOI: https://doi.org/10.1207/s19309325nhsa0701_4
Biedinger, N. (2011). The influence of education and home environment on the cognitive outcomes of preschool children in Germany. Child Development Research, 916303. DOI: https://doi.org/10.1155/2011/916303
Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Cross-cultural adaptation and validation of psychological instruments: Some considerations. Paidéia (Ribeirão Preto), 22, 423-432. DOI: https://doi.org/10.1590/S0103-863X2012000300014
Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün-Erkan, Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
Cahoon, A., Cassidy, T., & Simms, V. (2017). Parents' views and experiences of the informal and formal home numeracy environment. Learning, Culture and Social Interaction, 15, 69-79. DOI: https://doi.org/10.1016/j.lcsi.2017.08.002
Creswell, J. W. (2017). Research design-Qualitative, quantitative, and mixed methods approaches. Sage publications.
Cross, C. T., Woods, T. A., & Schweingruber, H. E. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. National Academies Press.
Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low‐income children’s math and reading achievement in middle childhood? Child Development, 80(5), 1329-1349. DOI: https://doi.org/10.1111/j.1467-8624.2009.01336.x
Develi, M.H., & Orbay, K. (2002, Eylül, 16-18). İşlem öncesi dönem çocuklarında sayı kavramının gelişimi üzerine. V. Ulusal Fen Bilimleri ve Matematik Kongresi. Orta Doğu Teknik Üniversitesi, Ankara. https://shorturl.at/zFS28
Duncan, G.J., Ziol-Guest, K.M., & Kalil, A. (2010). Early-childhood poverty and adult attainment, behavior, and health. Child Development, 81(1), 306-25. DOI: https://doi.org/10.1111/j.1467-8624.2009.01396.x
Eccles, J. S., Arberton, A., Buchanan, C. M., Janis, J., Flanagan, C., Harold, R., … Reuman, D. (1993). School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choices. In J. E. Jacobs, & R. M. Ryan (Eds.) Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation (pp.145–208). University of Nebraska Press.
Ertürk-Kara, H.G. (2019). Okul öncesi dönemde çocuğa evde sunulan desteğin okuma yazmaya hazırlık ve matematik becerileri bağlamında incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 14(27), 87-105. DOI: https://doi.org/10.35675/befdergi.422261
Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24(1), 59-88. DOI: https://doi.org/10.1017/S0142716403000043
Grieve, K.W., & Richter, L.M. (1990). A factor analytic study of the Home Screening Questionnaire for infants. South African Journal of Psychology, 20(4), 277-281. DOI: https://doi.org/10.1177/008124639002000407
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal‐number knowledge. Developmental Science, 14(5), 1021-1032. DOI: https://doi.org/10.1111/j.1467-7687.2011.01050.x
Haktanır, H. (2021). Okul öncesi dönemde matematik ve okuma yazmaya hazırlık becerilerinin evde desteklenme düzeyinin incelenmesi [Yayınlanmamış yüksek lisans tezi]. Pamukkale Üniversitesi.
Hanner, E., Braham, E. J., Elliott, L., & Libertus, M. E. (2019). Promoting math talk in adult–child interactions through grocery store signs. Mind, Brain, and Education, 13(2), 110-118. DOI: https://doi.org/10.1111/mbe.12195
Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37, 1-15. DOI: https://doi.org/10.1016/j.ecresq.2016.02.005
Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
King, Y. A., & Purpura, D. J. (2021). Direct numeracy activities and early math skills: Math language as a mediator. Early Childhood Research Quarterly, 54, 252-259. DOI: https://doi.org/10.1016/j.ecresq.2020.09.012
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471-477. DOI: https://doi.org/10.1016/j.ecresq.2011.12.004
Kluczniok, K., Lehrl, S., Kuger, S., & Rossbach, H. G. (2013). Quality of the home learning environment during preschool age–Domains and contextual conditions. European Early Childhood Education Research Journal, 21(3), 420-438. DOI: https://doi.org/10.1080/1350293X.2013.814356
Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78(6), 1723-1743. DOI: https://doi.org/10.1111/j.1467-8624.2007.01087.x
LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue - canadienne des sciences du comportement, 41(2), 55-66. DOI: https://doi.org/10.1037/a0014532
Letourneau, N. L., Duffett-Leger, L., Levac, L., Watson, B. & Young-Morris, C. (2011). Socioeconomic status and child development: A meta-analysis. Journal of Emotional and Behavioral Disorders, 20(10) 1-14.
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692-703. DOI: https://doi.org/10.1016/j.ecresq.2013.05.004
Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., & Malin, A. (2008). Preschool influences on mathematics achievement. Science, 321, 1161-1162. DOI: https://doi.org/10.1126/science.1158808
Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Journal of Experimental Child Psychology, 166, 581-603. DOI: https://doi.org/10.1016/j.jecp.2017.10.002
Niklas, F., & Schneider, W. (2013). Casting the die before the die is cast: The importance of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327–345.
Niklas, F., & Schneider, W. (2014). Casting the die before the die is cast: The importance of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327-345. DOI: https://doi.org/10.1007/s10212-013-0201-6
Niklas, F., Cohrssen, C., & Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383. DOI: https://doi.org/10.1080/10409289.2015.1076676
Niklas, F., Cohrssen, C., & Tayler, C. (2018). Making a difference to children’s reasoning skills before school entry: The contribution of the home learning environment. Contemporary Educational Psychology. 54 (July), 79-88. DOI: https://doi.org/10.1016/j.cedpsych.2018.06.001
Oğul, İ. G., & Arnas, Y. A. (2022). Understanding home math environments and math talks of children with low and middle socioeconomic status. Participatory Educational Research, 9(4), 53-70. DOI: https://doi.org/10.17275/per.22.79.9.4
Olkun, S., Fidan, E., & Özer, A. B. (2013). 5-7 yaş aralığındaki çocuklarda sayı kavramının gelişimi ve saymanın problem çözmede kullanımı. Eğitim ve Bilim, 38(169), 236-248.
Parker, F. L., Boak, A. Y., Griffin, K. W., Ripple, C., & Peay, L. (1999). Parent-child relationship, home learning environment, and school readiness. School Psychology Review, 28(3), 413-425. DOI: https://doi.org/10.1080/02796015.1999.12085974
Pungello, E. P., Kuperschmidt, J. B., Burchinal, M. R. & Patterson, C. (1996). Environmental risk factors and children’s achievement from middle childhood to adolescence. Developmental Psychology, 32, 755–767. DOI: https://doi.org/10.1037//0012-1649.32.4.755
Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259-268. DOI: https://doi.org/10.1016/j.ecresq.2015.12.020
R Development Core Team. (2012). R: A language and environment for statistical computing. http://www.r-project.org/
Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33. DOI: https://doi.org/10.1016/j.cogdev.2014.11.002
Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home?. Early Childhood Education Journal, 37(3), 189-197. DOI: https://doi.org/10.1007/s10643-009-0340-1
Skwarchuk, S.-L., Sowinski, C., & LeFevre, J.-A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84. DOI: https://doi.org/10.1016/j.jecp.2013.11.006
Sontag-Padilla, L.,Burns, R. M., Shih, R. A., Griffin, B. A., Martin, L. T., Chandra, A., & Tylavsky, F. (2015). The urban child institute. CANDLE study: Methodological overview and baseline sample description. RAND Corporation. DOI: https://doi.org/10.7249/RR1336
Starkey, P., & Klein, A. (2000). Fostering parental support for children's mathematical development: An intervention with Head Start families. Early Education and Development, 11(5), 659-680. DOI: https://doi.org/10.1207/s15566935eed1105_7
Tabuk, M., İnan, M., & Tabuk, M. (2018). Examining the mathematical skills in preschool children in terms of some variables. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 184-201. DOI: https://doi.org/10.17556/erziefd.290963
The United Nations International Children's Emergency Fund – UNICEF. (2021). Home environment: Wealt is associated with richer home learning environment for young children. https://data.unicef.org/topic/early-childhood-development/home-environment/
Thompson, R. J., Napoli, A. R., & Purpura, D. J. (2017). Age‐related differences in the relation between the home numeracy environment and numeracy skills. Infant and Child Development, 26(5), e2019. DOI: https://doi.org/10.1002/icd.2019
Trawick-Smith, J. (2013). Erken çocukluk döneminde gelişim (Çok kültürlü bir bakış açısı) (Çev.Ed. B. Akman). Nobel Yayıncılık. (Orijinal yayın tarihi 2010).
Tudge, J., Li, L., & Stanley, T. K. (2008). The impact of method on assessing young children’s everyday mathematical experiences. In O. Saracho & B. Spodek (Eds.) Contemporary perspectives on mathematics in early childhood education (pp.187-214). Information Age Publishing.
Zippert, E. L., & Rittle-Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50, 4-15. DOI: https://doi.org/10.1016/j.ecresq.2018.07.009
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 1970 Journal of Education for Life
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
I accept that the Owner of Journal of Education for Life, the Editor, Associate Editors, Reviewers and the Editorial Board cannot be hold responsible regarding the scope, the findings, the discussion and conclusion of the manuscript submitted.
I declare to the editorship of Journal of Education for Life that the manuscript is original and has not been published anywhere else or is not under evaluation process for any other journal.
I approve that I grant Journal of Education for Life as the sole and exclusive right and license to publish for the full legal term of copyright of my manuscript concurring with article 5846 / 22-23-25 while I retain copyright in the work.
