The role of parent-led and child-led home numeracy activities in early mathematical skills

Existing studies have shown mixed evidence for the role of home numeracy environment (HNE) in supporting children’s early skills. To address some limitations existing literature, present study used a multi-method approach to assess parent-led HNE. Parents children aged 3–5 years completed questionnaire frequency engagement activities and parent child number talk was coded from play-based observations quality engagement. This also assessed child-led activities, including Spontaneous Focusing on Numerosity (SFON) Children (n = 164) were six skills (counting, cardinal knowledge, ordering skills, digit naming, arithmetic symbolic non-symbolic mapping). Parent-led (questionnaire-assessed HNE talk) not significantly associated with composite these There no significant association between parent-reported talk. Child-led (SFON score. Children’s parents’ use performance cardinality task, although associations small (rs =.22 to.31). adds further moderate that may be overall we consider next steps researchers seeking understand