美国拉美裔幼儿的家庭数学参与情况

IF 5.1 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child Development Perspectives Pub Date : 2023-11-08 DOI:10.1111/cdep.12490
Mackenzie Swirbul, Gigliana Melzi
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引用次数: 0

摘要

幼儿的早期数学经验是在日常家庭互动和例行公事的背景下发生的,具有文化情景性。然而,我们对在文化和语言上属于少数群体的家庭(包括拉丁裔社区的家庭)的数学经验知之甚少。在本文中,我们首次对美国拉丁裔幼儿家庭数学研究进行了回顾。我们发现了有关家庭数学认知和数学实践及其与儿童结果之间关系的研究的共同模式和不一致之处。我们认为有必要使用社会文化视角来研究和理解家庭数学,并提出了以家庭经验为中心的建议,以生成基础知识、捕捉组内差异并使用更灵活和文化相关的测量方法。
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Family math engagement with young Latine children in the United States

Young children's early math experiences are culturally situated, occurring in the context of everyday family interactions and routines. Yet, we know little about the math experiences in culturally and linguistically minoritized families, including those from Latine communities. In this article, we provide the first review of research on family math in the homes of young Latine children in the United States. We identify shared patterns and inconsistencies across studies on family math cognitions and math practices, and their relations with children's outcomes. We argue for the need to use a sociocultural lens to examine and understand family math, and offer recommendations that center families' experiences to generate foundational knowledge, capture within-group variation, and use more flexible and culturally relevant measures.

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来源期刊
Child Development Perspectives
Child Development Perspectives PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.90
自引率
1.60%
发文量
35
期刊介绍: Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.
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Issue Information - Editorial Board Designing equity‐centered early learning assessments for today's young children Rethinking pubertal research: Embracing intersectionality The development of prosocial risk‐taking behavior: Mechanisms and opportunities The (in)effectiveness of training domain‐general skills to support early math knowledge
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