Department of Psychology, University of Chicago, Chicago, IL 60637, USA.
Dev Psychol. 2010 Sep;46(5):1309-19. doi: 10.1037/a0019671.
Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and that this variation predicts levels of achievement in elementary school. In a longitudinal study of a diverse sample of 44 preschool children, we examined the extent to which their understanding of the cardinal meanings of the number words (e.g., knowing that the word "four" refers to sets with 4 items) is predicted by the "number talk" they hear from their primary caregiver in the early home environment. Results from 5 visits showed substantial variation in parents' number talk to children between the ages of 14 and 30 months. Moreover, this variation predicted children's knowledge of the cardinal meanings of number words at 46 months, even when socioeconomic status and other measures of parent and child talk were controlled. These findings suggest that encouraging parents to talk about number with their toddlers, and providing them with effective ways to do so, may positively impact children's school achievement.
先前的研究表明，儿童在进入幼儿园时，其数学知识存在很大差异，这种差异预测了他们在小学的学习水平。在一项对 44 名不同样本的学龄前儿童的纵向研究中，我们研究了他们对数字单词基数含义的理解程度（例如，知道单词“four”是指有 4 个项目的集合）在多大程度上受到他们在早期家庭环境中主要照顾者的“数字谈话”的影响。来自 5 次访问的数据显示，14 至 30 个月大的父母与孩子之间的数字谈话存在很大差异。此外，即使控制了社会经济地位和其他父母与孩子谈话的衡量标准，这种差异也预测了儿童在 46 个月时对数字基数含义的理解。这些发现表明，鼓励父母与幼儿谈论数字，并为他们提供有效的方法来谈论数字，可能会对儿童的学业成绩产生积极影响。
