Mapping between number notations in kindergarten and the role of home numeracy

Two recent studies investigated how children learn to map between digits, number words, and dots (Hurst, Anderson, & Cordes, 2017; Jiménez Lira, Carver, Douglas, LeFevre, 2017). In the current study we aimed replicate these previous findings by examining a much larger sample (N = 195 kindergarteners, aged 2 years 6 months 5 months) taking into account home numeracy activities, that is, daily parent-child interactions with numerical content. line studies, results showed first words onto dots, only afterwards – digits dots. Furthermore, ↔ mapping was better mediator of relation tasks, than suggesting rely on their symbolic knowledge Finally, both basic advanced activities were positively related children’s mappings skills. observed increasing age shift from present. These emphasize importance tailoring according age.