Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

Frontiers in Psychology

article

María Inés Susperreguy¹  Carolina Jiménez Lira²  Chang Xu³  Jo-Anne LeFevre³  Humberto Blanco Vega²  Elia Verónica Benavides Pando²  Martha Ornelas Contreras² 

[1] Faculty of Education, Pontificia Universidad Católica de Chile;Faculty of Physical Culture Sciences, Universidad Autónoma de Chihuahua;Department of Psychology, Carleton University;Department of Cognitive Science, Carleton University

关键词: early numeracy;    home learning;    home numeracy;    children;    numeracy activities;    literacy activities;    Mexico;    socioeconomic status;   

DOI  :  10.3389/fpsyg.2021.626159

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents ( n = 99) reported higher numeracy expectations than high-SES parents ( n = 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences.

【 授权许可】

CC BY