Learning at home: What preschool parents do and what they want to learn from their children’s teachers
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Author/Creator
Date
2020-12-15
Type of Work
Department
Program
Citation of Original Publication
Sonnenschein, Susan, Michele Stites, and Rebecca Dowling. “Learning at Home: What Preschool Children’s Parents Do and What They Want to Learn from Their Children’s Teachers.” Journal of Early Childhood Research 19, no. 3 (September 2021): 309–22. https://doi.org/10.1177/1476718X20971321.
Rights
© The Author(s) 2020. Use is restricted to non-commercial and no derivatives.
Abstract
This study investigated the beliefs parents of preschoolers (N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.