Elizabeth A. Gunderson|Susan C. Levine
Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge
University of Chicago|University of Chicago
enter preschool children vary greatly numerical mathematical knowledge knowledge predicts achievement throughout elementary school eg duncan et al 2007 ginsburg russell 1981 therefore critical look home environment parental inputs may lead early variations recent work shown amount number talk parents engage children robustly related critical aspect mathematical development cardinalnumber knowledge eg knowing word three refers sets three entities levine suriyakham rowe huttenlocher gunderson 2010 present study characterizes different types number talk parents produce investigates types predictive childrens later cardinalnumber knowledge find parents number talk involving counting labeling sets present visible objects related childrens later cardinalnumber knowledge whereas types parent number talk addition number talk refers large sets present objects ie sets size 4 10 fall outside childrens ability track individual objects robustly predictive childrens later cardinalnumber knowledge talk smaller sets relation parents number talk large sets present objects childrens cardinalnumber knowledge remains significant even controlling factors parents socioeconomic status measures parents number nonnumber talk