Browsing by Author "Benavides Pando, Elia Verónica"

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    Early symbolic numeracy and gross, fine, and perceptual-motor skills in Mexican preschool children
    (Federación Española de Asociaciones de Docentes de Educación Física-FEADEF, 2024) JImenez Lira, Carolina; Benavides Pando, Elia Verónica; Paz Garcia, Daniela Susana; Susperreguy Jorquera, Maria Inés; Palma Gardea, Lucia Consepcion; Mondaca Fernández, Fernando
    The relation between early numeracy and motor skills has previously been examined, however, different results have been obtained depending on whether gross, fine, or perceptual-motor skills were considered in the study and the numeracy outcomes that were analyzed. The goal of the present research was to examine the relation between preschool children's performance on two assess-ments of symbolic numeracy and gross, fine, and perceptual-motor skills. A total of one-hundred-and-twenty-three Mexican preschool children were assessed on their gross, fine, and perceptual-motor skills, their numeracy skills (i.e., applied problem-solving and sym-bolic number comparison) their numeracy precursor skills (i.e., number identification, cardinality and verbal counting), inhibitory control and visual-spatial working memory. Results from hierarchical linear regressions showed that applied problem-solving was pre-dicted only by children's numeracy precursor skills while the ability to compare two symbolic numbers was significantly predicted only by perceptual-motor skills. The study highlights the importance of perceptual-motor skills to children's early numeracy learning.
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    Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status
    (2021) Susperreguy Jorquera, Maria Ines; Jiménez Lira, Carolina; Xu, Chang; LeFevre, Jo-Anne; Blanco Vega, Humberto; Benavides Pando, Elia Verónica; Ornelas Contreras, Martha
    We explored the home learning environments of 173 Mexican preschool children (aged 3-6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children's numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent-child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n = 99) reported higher numeracy expectations than high-SES parents (n = 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children's numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children's numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children's home numeracy experiences.