The Effect Of Parent-child Picturebook Reading On The Development Of Mathematicals Ability Of Aged 4-5 Children

In this study,the effect of mathematical picture book reading in the family on the aged 4-5 years children’s mathematical ability was investigated experimentally.Mixed experimental design involving 2(time:pre-test,post-test)×3(group: experimental group A,experimental group B,control group)was used,and 94 children aged 4-5 years selected from A kindergarten in Yueyang city were randomly divided into three groups.Experiment Group A referred to strategic parent-child reading intervention from the perspective of mathematics picture books in 24 times within 12 weeks;Experiment Group B referred to non-strategic parent-child reading intervention;Control Group referred to non-experimental parent-child reading intervention.Test of Early Math Ability-III(TEMA)and Test of Picture books and Concept development Mathematics(PICO)were used for the three groups before and after the experiment.Considering the influence of language ability and family environment upon mathematics ability,language ability and family’s socioeconomic status were selected as the covariate,and experiment grouping,pre-test and post-test as the independent variable,variance analysis was carried out to investigate the effect of parent-child reading intervention.The main conclusions of this study are as follows:(1)Based on basic TEMA and PICO score,the children’s mathematicsability in the three groups was not significantly different,but the result was significant based on the result after the experiment.(2)Under the condition of controlling the control variances including PPVT and family’s socioeconomic status,the main effect of time was significant,children in the experimental group showed significant improvement in post-test mathematics ability;the effect of experimental training was significant,that was to say,parent-child reading of mathematical picture books has significantly improved children’s mathematical ability,and the children’s mathematical ability in the guidance group was significantly higher mathematical ability than those in the non-guiding strategy group and the control group.The results showed that the parent-child reading of mathematics picture books contributes to the four-to-five children’s mathematics ability development;reading guidance strategies and parent-child interaction are important influencing factors of parent-child reading of mathematical picture books.According to the research results,several education suggestions are put forward: first,the role of education in mathematics picture books should be given much attention so as to make it an important material for family and kindergarten mathematics activities;second,it is encouraged that parents should read more mathematics picture books,pay more attention to developing children’s mathematics ability,and step up effortsin observation and guidance for parent-child reading of mathematics picture books.