Word by Word: Everyday Math Talk in the Homes of Hispanic Families

IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Language Learning and Development Pub Date : 2022-07-13 DOI:10.1080/15475441.2022.2099279
Alexandra Mendelsohn, Catalina Suarez-Rivera, Daniel D. Suh, C. Tamis-LeMonda
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引用次数: 1

Abstract

ABSTRACT Children learn math concepts long before they enter school. Across all cultures, children are exposed to number and spatial language to varying degrees during everyday home routines. Yet most studies of math talk occur in the lab and target non-Hispanic, English-speaking families. We expanded inquiry to the spontaneous math language (i.e., number and spatial language) of Spanish-speaking mothers and their 1- to 2-year-olds (N = 50) during home activities. Mothers varied enormously in their use of math language, and mother math language related to toddler math language, whereas mother non-math language did not. Children’s math language both preceded and followed mother math talk, suggesting imitation and reinforcement as important processes in children’s math language learning. Children also produced math language outside the context of mother input. Findings advance an understanding of children’s early math language in natural settings and have implications for interventions aimed at promoting math skills in toddlers from diverse backgrounds.
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逐字逐句:西班牙裔家庭的日常数学谈话
孩子们在上学之前很久就开始学习数学概念了。在所有文化中,儿童在日常家庭生活中不同程度地接触到数字和空间语言。然而,大多数关于数学谈话的研究都是在实验室进行的,目标是非西班牙裔、说英语的家庭。我们将调查扩展到讲西班牙语的母亲及其1- 2岁的孩子(N = 50)在家庭活动中自发的数学语言(即数字和空间语言)。母亲对数学语言的使用差异很大,并且母亲的数学语言与幼儿的数学语言有关,而母亲的非数学语言则没有。儿童的数学语言出现在母亲的数学谈话之前和之后,表明模仿和强化是儿童数学语言学习的重要过程。孩子们也会在母亲输入的环境之外产生数学语言。研究结果促进了对自然环境下儿童早期数学语言的理解,并对旨在提高不同背景幼儿数学技能的干预措施具有启示意义。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
26
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