How does activity context relate to parents’ responses to preschoolers’ errors and correct math statements?

Abstract

Research shows that parent–child math activities in the home positively relate to children’s math learning. Although there is evidence suggesting that the nature of parent guidance during these interactions is important for children’s math learning, it is unclear how parents respond to preschoolers’ errors and correct math statements and whether responses vary across activity contexts. We examined parents’ responses to errors and correct statements during structured math activities with 49 dyads of parents and 4- and 5-year-olds. Dyads were assigned to either an Informal Learning condition (n = 25) or a Formal Learning condition (n = 24). We identified instances where children responded correctly or incorrectly to math prompts and coded parents’ feedback based on the extent to which it supported children’s autonomy and learning. Overall, parents most frequently responded in ways that encouraged children’s continued math engagement and thinking (elaborative guidance). However, multiple regression analyses revealed that parents were more likely to not respond to errors during informal learning than during formal learning, and parents were more likely to give the correct answer following an error during formal learning compared with during informal learning. Parents in both conditions were equally likely to offer elaborative support following errors. Moreover, parents did not differ in their responses following children’s correct statements across conditions. These findings suggest, irrespective of activity context, that parents can realize opportunities to effectively support preschoolers’ math learning. Yet, given differences in parents’ responses to errors, the findings have implications as to how we can tailor recommendations to promote high-quality parent–child math interactions.