ArticleThe British journal of educational psychology2026
From parent-teacher collaboration to young children's numeracy skills: An examination of the underlying mechanisms.
Article in The British journal of educational psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundGrowing evidence shows that parent-teacher collaboration benefits parents and their children. Yet, there is limited understanding of whether and how parent-teacher collaboration contributes to children's early numeracy skills.
aimsThis study examined whether parent-teacher collaboration is linked to children's early numeracy skills via parents' stress from parent-child dysfunctional interaction, perceived importance of their role in early math learning, perceived behavioural control about helping children learn math and the frequency of home numeracy activities. SAMPLE: One hundred eighty-two kindergarteners in Hong Kong and their parents participated in the study.
methodsThe children were individually tested, whereas their parents completed a questionnaire.
resultsStructural equation modelling revealed that higher levels of parent-teacher collaboration were associated with better early numeracy skills in children via: (1) reduced parents' stress from parent-child dysfunctional interaction and then increased home numeracy activities; (2) increased parents' perceived behavioural control about helping children learn math and then increased home numeracy activities. The higher the level of parent-teacher collaboration, the more parents perceived themselves as playing an important role in early math learning. However, parents' perceived importance of their role was not a significant correlate of the frequency of home numeracy activities.
conclusionsThis study sheds light on the importance of promoting a positive relationship between parents and teachers. It also demonstrates the necessity to promote parents' positive emotions towards their parent-child interactions and enhance parents' skills in supporting children's early math learning.
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