Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

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dc.catalogadorgrr
dc.contributor.authorSusperreguy Jorquera, Maria Ines
dc.contributor.authorJiménez Lira, Carolina
dc.contributor.authorXu, Chang
dc.contributor.authorLeFevre, Jo-Anne
dc.contributor.authorBlanco Vega, Humberto
dc.contributor.authorBenavides Pando, Elia Verónica
dc.contributor.authorOrnelas Contreras, Martha
dc.date.accessioned2024-07-24T21:24:22Z
dc.date.available2024-07-24T21:24:22Z
dc.date.issued2021
dc.description.abstractWe 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.
dc.fechaingreso.objetodigital2024-07-24
dc.fuente.origenConveris
dc.identifier.doi10.3389/fpsyg.2021.626159
dc.identifier.issn1664-1078
dc.identifier.pubmedid33815211
dc.identifier.pubmedidHome Learning Environments of Children in Mexico in Relation to Socioeconomic Status
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85103519264
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2021.626159
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87219
dc.identifier.wosidWOS:000635933800001
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, Maria Ines; 0000-0001-5584-2692; 151479
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaFrontiers in Psychology
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 ATTRIBUTION 4.0 INTERNATIONAL
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectEarly numeracy
dc.subjectHome learning
dc.subjectHome numeracy
dc.subjectChildren
dc.subjectNumeracy activities
dc.subjectLiteracy activities
dc.subjectMexico
dc.subjectSocioeconomic status
dc.subject.ddc150
dc.subject.deweyPsicologíaes_ES
dc.subject.ods04 Quality education
dc.subject.ods17 Partnerships for the goals
dc.subject.odspa04 Educación y calidad
dc.subject.odspa17 Alianzas para lograr los objetivos
dc.titleHome Learning Environments of Children in Mexico in Relation to Socioeconomic Status
dc.typeartículo
dc.volumen12
sipa.codpersvinculados151479
sipa.indexWOS
sipa.indexSCOPUS
sipa.indexPUBMED
sipa.trazabilidadConveris;20-07-2021
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