Dinnertime Math Conversations between Preschoolers and Their Parents

Year 2019, Volume: 5 Issue: 3, 392 - 400, 31.12.2019

Maide Orçan Kaçan Düriye Esra Angın Bilge Cerezci

Abstract

Emerging evidence indicate that through sustained conversations with adults in everyday activities, children learn mathematical concepts in real life contexts. The present study was designed to investigate the kinds of math terms and concepts parents and children use and refer to when they engage in math conversations, specifically during dinnertime. The study sample consisted of 25 Turkish parents with children whose ages were between 36 months and 60 months. Participants were asked to audiotape their dinner conversations. All audio recordings were transcribed verbatim, and jointly coded by the researchers through content analysis. The coding schemes were developed specifically for the research context, based on the themes arisen in the conversations and the math categories (shape, size, quantity, number/counting, time) that are outlined by the Ministry of Education in Turkey. The results of the study indicated that majority of the participants’ conversations focused on children’s daily activities and importance of finishing meals. It was also revealed that mathematics concepts were only used or mentioned: (1) when parents asked clarifying questions about their child’s day or the activities they have done at school and (2) during child-initiated conversations. Math language used by the children and parents focused on concepts such as numbers (e.g., counting) and measurement (e.g., time, comparison).

Keywords

Early childhood education, Early mathematics, Parent-child conversation

Okul Öncesi Dönem Çocukları ile Ebeveynlerinin Akşam Yemeği Vaktinde Yaptıkları Matematiksel Konuşmalar

Abstract

Matematik çok küçük yaşlardan itibaren insan yaşamının önemli bir parçasıdır. Günlük yaşam içerisindeki deneyimlerin birçoğu matematikle bağlantılıdır. Okul öncesi eğitim kurumuna başlamadan önce zamanlarının önemli bir kısmını evde ebeveynleri ile geçiren çocukların matematik ile tanışmalarında ev ortamı deneyimleri önemli bir yere sahiptir. Bu sayede çocuklar okul öncesi eğitim kurumlarına ebeveynlerin öğrettikleri bazı matematik bilgileri ile başlamaktadırlar. Ayrıca kurumda verilen eğitimin evde ebeveynler tarafından desteklenmesi akademik başarı açısından daha iyi sonuçların alınmasına yardımcı olmaktadır. Yaşamın ilk yıllarında ebeveynlerin çocuklarıyla birlikte geçirdikleri nitelikli zamanların ileriki yıllarda çocukların akademik başarılarına büyük etkisi olduğu pek çok araştırma tarafından belirlenmiştir. Bu noktadan hareketle, bu çalışmada ebeveynlerin çocukları ile birlikte geçirdikleri zaman olarak akşam yemeği vakitlerine odaklanılmış ve birlikte yaptıkları konuşmaların matematiksel kavramlar açısından incelemenin önemli olduğu düşünülmüştür.

Keywords

Erken çocukluk eğitimi, Erken matematik, Ebeveyn-çocuk etkileşimi

References

• Akyüz, G. (2013). Öğrencilerin okul dışı etkinliklere ayırdıkları süreler ve matematik başarısı arasındaki ilişkinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 12(46), 112-130.
• Anders, Y.,Rossbach, H. -G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27 ( 2 ), 231–244.
• Anderson, A. (1997). Families and mathematics: A study of parent-child interactions. Journal for Research in Mathematics Education, 28(4), 484-511.
• Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699.
• Bağcı, B. & İvrendi, A. (2016). Türkiye’ de okul öncesi dönem matematik becerileri ve eğitimi araştırmaları: Sentez çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 10(2), 391-425.
• Benigno, J. P., & Ellis, S. (2008). Do parents count? The socialization of children’s numeracy. In O. N. Saracho & B. Spodek (Series Eds.) & O. N. Saracho & B. Spodek (Vol. Eds.) Contemporary perspectives in early childhood education: Mathematics in early childhood education (pp. 291-308). Greenwich, CT: Information Age Publishing.
• Blevins-Knabe, B.,& Musun-Miller, L. (1996). Numberuse at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting, 5, 35-45.
• Blevins-Knabe, B., Austin, A. B., Musun, L., Eddy, A., & Jones, R. M. (2000). Family homecare providers’ and parents’ beliefs and practices concerning mathematics with young children. Early Child Development and Care, 165, 41–58.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel Araştırma Yöntemleri (5. bs). Ankara: Pegem Yayıncılık.
• Cannon, J., & Ginsburg, H.P. (2008). ‘Doing the math’: Maternal beliefs about early mathematics versus language learning. Early Education and Development, 19(2), 238–260.
• Carr, M., Peters, S. & Young-Loveridge, J. (1994). Early Childhood Mathematics – A Framework. In J. Neyland (Ed.) Mathematics Education –A Handbook forTeacher. Vol 1, pp.262-269. Wellington: Wellington College of Education.
• Clements, D. H. (2004). Preface. In D. H. Clements, J. Sarama, & A. -M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. ix-xv). Mahwah: Lawrence Erlbaum.
• Clements, D. H. & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York, NY: Routledge.
• Copple, C. E. (2004). Mathematics curriculum in the early childhood context. In D. H. Clements, J. Sarama, & A.-M., DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah: Lawrence Erlbaum.
• Creswell, J. W. (2016).Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni (Çeviri Editörleri. M.Bütün ve S.B. Demir). Ankara: Siyasal Kitabevi.
• Desoete, A., & Grégoire, J. (2007). Numerical competence in young children and in children with mathematics learning disabilities. Learning and Individual Differences, 16, 351-367.
• Duncan, G., Claessens, A., Huston, A., Pagani, L., Engel, M., Sexton, M., Dowsett, C., Magnuson, K., Klebanov, P., Feinstein, L., Brooks-Gunn, J., &Duckworth, K. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-46.
• Geist, E. (2017). Support math readiness through math talk. Retrived from https://families.naeyc.org/learning-and-development/music-math-more/support-math-readiness-through-math-talk
• Ginsburg, H., & Pappas, S. (2004). SES, ethnic, and gender differences in young children’s informal addition and subtraction: A clinical interview investigation. Journal of Applied Developmental Psychology, 25, 171-192.
• Ginsburg, H., Lee, J., & Byod, J. (2008). Mathematics education for young children: What it is and how to promote it. Society for Research in Child Development, Social Policy Report, 22, 3-22.
• Ginsburg, H. P., & Russell, R. L. (1981). Social class and racial influences on early mathematical thinking. Monographs of the Society for Research in Child Development, 46(193).
• Greenberg, J. (2012). Math talk every day in every way. Young Children. http://alabamapathways.org/wp-content/uploads/2014/09/Math-Talk-Every-Day-in-Every-Way.pdf
• Godwin, A. J., Rupley, W. H., Capraro, M. M., & Capraro, R. M. (2016). Reading and mathematics bound together: Creating a home environment for preschool learning. Journal of Education and Learning, 5(1), 44-59.
• Gunderson, E. A. & Levine, S. C. (2011). Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge. Developmental Science,14(5), 1021–1032. DOI:10.1111/j.1467-7687.2011.01050.x
• Jordan, N. C., Kaplan, D., Locuniak, M., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense. Learning Disabilities Research & Practice, 22(1), 36-46.
• Klibanoff, R.S., Levine, S.C., Huttenlocher, J., Vasilyeva, M., & Hedges, L.V. (2006). Preschool children’s mathematical knowledge. Developmental Psychology, 42(1), 59-69.
• Kormanik, K. (2012). A greater role in math education for parents: mathematical reasoning at home. EdSource: Highlighting Strategies for Student Success. Available at http://edsource.org/2012/a-greater-role-in-math-education-for-parents-mathematical-reasoning-at-home/23918
• Lareau, A. (2011). Unequal childhoods: Class, race, and family life, 2nd edition with an update a decade later. University of California Press.
• Lee, J. S. & Ginsburg, H. (2009). Early childhood teachers' misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45.
• LeFevre, J.,Skwarchuk, S., Smith-Chant, B., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioral Science, 41(2), 55-66.
• Levine, S.C., Suriyakham, L.W.,Rowe, M.L., Huttenlocher, J., & Gunderson, E.A. (2010). What Counts in the Development of Young Children’s Number Knowledge? Developmental Psychology, 46(5), 1309 –13 19.
• Linder, S.M., Powers-Costello, B. & Stegelin, D.A. (2011). Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies. Early Childhood Education Journal, 39(1), 29-37.
• Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692-703.
• Melhuish, E.,Phan, M., Sylva, K., Sammons, P., & Siraj-Blatchford, I., Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95-114.
• Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., & Malin, A. (2008). Preschool influences on mathematics achievement. Science, 321, 1161-1162.
• Mendola, W. (2014). Turn mealtime into learning time. Teaching Young Children, 7(5), 24-36.
• Mix, K. S. (2001). The construction of number concepts. Cognitive Development, 17, 1345-1363.
• National Commission on Mathematics & Science Teaching for the 21st Century. (NCMST) (2000). Before it’s too late: A report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century.
• National Council of Teachers of Mathematics. (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
• National Research Council. (2009). Mathematics in early childhood: Learning paths toward excellence and equity. Washington, DC: National Academy Press.
• Orçan, M., Yazıcı, E., & Kandır, A. (2016). Ebeveynlerin çocukların matematik eğitimine ilişkin görüşlerinin incelenmesi. Karadeniz Sosyal Bilimler Dergisi, 8(15), 301-319.
• Parbucu, N. & Erdoğan, S. (2017). Okul öncesi öğretmenlerinin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik içerik bilgileri arasındaki ilişki. Erken Çocukluk Çalışmaları Dergisi, 1 (1), 19-32.
• Pomerantz, E. M., &Thompson, R. A. (2008). Parents’ role in children’s personality development. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of Personality-Theory and Research (3rd ed.,pp. 351-374). New York: The Guilford Press.
• Ren, L., & Hu, G. (2011). A comparative study of family social capital and literacy practices in Singapore. Journal of Early Childhood Literacy, 13, 98-130.
• Rodriguez, E. T. & Tamis-LeMonda, C. S. (2011).Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82, 1058–1075.
• Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.
• Skwarchuk, S-L. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37, 189–197.
• Skwarchuk, S.-L., Sowinski, C., & LeFevre, J. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84.
• Snow, C., & Beals, D. (2006). Mealtime talk that supports literacy development. New directions for Child and Adolescent Development, 111, 51-66.
• Starkey, P., & Klein, A. (2000). Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start Families. Early Education & Development, 11(5), 659-680. DOI: 10.1207/s15566935eed1105_7
• Starkey P, Klein A, DeFlorio L. (2014). Promoting math readiness through a sustainable prekindergarten mathematics intervention. In: Boivin M, Bierman KL, eds. Promoting school readiness and early learning. Implications of developmental research for practice. New York, NY: The Guilford Press; 2014:187-210.
• Susperreguy, M. I.&Davis-Kean, P. E. (2016).Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27 (6), 841-857.
• Susperreguy, M. I.&Davis-Kean, P. E. (2015).Socialization of maths in the home environment: Using voice recordings to study maths talk. Studies in Psychology, 36(3), 643-655.
• Vandermaas-Peeler, M. & Pittard, C.(2014). Influences of social context on parent guidance and low-income preschoolers' independent and guided math performance. Early Child Development and Care, 184(4), 500-521.
• Vandermaas-Peeler, M., Boomgarden, E., Finn, L., & Pittard, C. (2012). Parental support of numeracy during a cooking activity with four-year-olds. International Journal of Early Years Education, 20 (1), 78–93. doi:10.1080/09669760.2012.663237.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Michael Cole, Vera John-Steiner, Sylvia Scribner, & Ellen Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press.
• Zadeh, Z. Y.,Farnia, F., &Ungerleider, C. (2010). How home enrichment mediates the relationship between maternal education and children’s achievement in reading and math. Early Education& Development, 21, 568–594.