ArticleFrontiers in psychology2020
Predictors of Children's Early Numeracy: Environmental Variables, Intergenerational Pathways, and Children's Cognitive, Linguistic, and Non-symbolic Number Skills.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis.Child developmentPooled it
- From parent-teacher collaboration to young children's numeracy skills: An examination of the underlying mechanisms.The British journal of educational psychology · 2026Article
- Home Learning Environment and Screen Time Differentially Mediate the Relationship Between Socioeconomic Status and Preschoolers' Learning and Behavioural Profiles.Child psychiatry and human development · 2026Article
- Evaluating Early Precursors of Academic Skills: Preliminary Validation of a Touchscreen-Based Digital Assessment in Preschoolers.Journal of Intelligence · 2026Article
- Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers.Frontiers in psychology · 2021Article
- Tracking Familial History of Reading and Math Difficulties in Children's Academic Outcomes.Frontiers in psychology · 2021Article
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Authors and funding
4 authors.
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Abstract
Early numeracy skills in preschool years have been found to be related to a variety of different factors, including Approximate Number System (ANS) skills, children's cognitive and linguistic skills, and environmental variables such as home numeracy activities. The present study aimed to analyze the differential role of environmental variables, intergenerational patterns, children's cognitive and linguistic skills, and their ANS in supporting early math skills. The sample included 64 children in their last year of kindergarten and one parent of each child. Children were administered a battery of cognitive and linguistic tasks, and a non-symbolic comparison task as a measure of ANS. Parents were administered similar tasks assessing cognitive skills, math skills, and ANS skills (estimation and non-symbolic comparison), together with a questionnaire on home numeracy. Results showed that home numeracy predicted children's early math skills better than a number of parent and child variables. Considering children's skills, their ability in the non-symbolic magnitude comparison task was the strongest predictor of early math skills. Results reinforce the importance of the role of home numeracy activities and children's ANS skills above that of parents' math skills.
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