Journal article
Parent-child Interactions in Numeracy Activities: Parental Scaffolding, Mathematical Talk, and Game Format
Early childhood research quarterly, Vol.59, pp.44-55
2022
DOI: 10.1016/j.ecresq.2021.10.004
Abstract
•Examined the game format effect on parent-preschooler interactions•Compared technology-based game format with traditional board game format•Focused on parental scaffolding behaviors and mathematical talk•Quantitative analyses showed differences in parent-child interaction across formats•Qualitative analyses depicted nuanced differences in scaffolding across formats
The purpose of this mixed-method study was to investigate differences in parent-preschooler interactions when they played the same numeracy-related game using two formats, a technology-based electronic format and a non-technology traditional board format. Thirty-nine parent-preschooler dyads participated in the study. Two pre-determined coding schemes, Parental Scaffolding Behaviors and Mathematical Talk, provided the foundation for the quantitative analyses of the videos. Qualitative analysis of selected dyads provided greater in-depth understanding of the similarities and differences in parents’ performance of each coded scaffolding behavior. The MANOVA for Parental Scaffolding Behaviors showed that the frequencies for seven coded scaffolding behaviors were significantly higher in the board game condition. The MANOVA for Mathematical Talk revealed that although both parents and children engaged in more statements about naming numbers in the board condition, the difference across the two game formats was bigger for parents than for children. In addition, the frequencies of using statements about Counting, Using Spatial Words, and Estimating were significantly higher in the board game condition. Themes from qualitative analysis revealed parents’ different roles when using the two game formats, as well as the affordances of each format and their influence on parental scaffolding behaviors.
Details
- Title: Subtitle
- Parent-child Interactions in Numeracy Activities: Parental Scaffolding, Mathematical Talk, and Game Format
- Creators
- Joyce Zhou-Yile Schnieders - ACTKathy L. Schuh - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Early childhood research quarterly, Vol.59, pp.44-55
- Publisher
- Elsevier Inc
- DOI
- 10.1016/j.ecresq.2021.10.004
- ISSN
- 0885-2006
- eISSN
- 1873-7706
- Language
- English
- Date published
- 2022
- Academic Unit
- International Programs; Psychological and Quantitative Foundations
- Record Identifier
- 9984371303502771
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