A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Maternal cognitive guidance and early education and care as precursors of mathematical development at preschool age and in ninth grade




Julkaisun tekijät: Anne Sorariutta, Maarit Silvén
Kustantaja: John Wiley and Sons Ltd
Julkaisuvuosi: 2017
Journal: Infant and Child Development
Tietokannassa oleva lehden nimi: Infant and Child Development
Sivujen määrä: 19
eISSN: 1522-7219

Tiivistelmä

Finnish students' international success in mathematics has been largely
explained by the high-quality compulsory basic education system, while
increasing evidence suggests that early childhood contexts can also
promote development long before formal instruction begins. This study
examined, in a sample of 66 mother–infant dyads, 2 early contextual
precursors of later mathematical development at preschool age and at the
end of comprehensive school. The path analyses showed that maternal
autonomy support and scaffolding observed during joint play interactions
in infancy, and time spent in various care contexts beyond infancy
contributed more to variation in numerical skills than spatial skills
tested at preschool age. Maternal autonomy supportive behaviours were
related to differences in mathematics and other school grades collected
in ninth grade, even after controlling for time spent in various care
contexts. Moreover, joint play interactions mediated the relation
between mothers' education and children's mathematical outcomes. The
findings are discussed in relation to why early developmental contexts
can provide an advantageous base for children's mathematical achievement
in a society with a high-quality education system.


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Last updated on 2019-15-03 at 10:02