The relation between father-child numeracy activities and preschool-aged children's number learning

Abstract

Parent-child numeracy activities play a crucial role in children’s number learning. However, research on fathers’ involvement in numeracy activities is limited, because most previous studies have focused on mothers’ roles. Furthermore, existing research has primarily examined the unidirectional impact of these activities on children’s number skills, overlooking potential reciprocal relations between the two. Additionally, intervention studies in this area are relatively scarce, limiting causal inferences. To address these gaps, the present research investigated the relation between father-child numeracy activities and children’s number learning through three interconnected studies. Study 1 analyzed a secondary dataset to investigate the bidirectional relations between father-child numeracy activities and children’s number skills in a longitudinal sample of Chinese three-year-olds (N = 109). Results from cross-lagged models showed that the frequency of father-child number application activities positively predicted boys’ but not girls’ number skills. Additionally, girls’ but not boys’ number skills negatively predicted the frequency of father-child number skill and book activities. Study 2 analyzed another secondary dataset to explore the reciprocal interplay between father-child numeracy activities and the symbolic and non-symbolic number skills of Chinese five-year-olds (N = 105). Results from cross-lagged models revealed that the frequency of fathers’ numeracy activities did not predict children’s number skills. However, children’s symbolic number skills negatively predicted the frequency of fathers’ number skill activities. While Studies 1 and 2 provided valuable insights into the longitudinal relation between father-child numeracy activities and children’s number skills, their correlational nature limited causal inferences. To address this limitation, I conducted Study 3, which employed an experimental design. Study 3 aimed to promote the frequency of father-child number application activities and investigated its causal effect on children’s number skills and interest. The fathers of 86 young Chinese children (Mage = 56.77 months, SD = 8.19 months) were randomly assigned to the intervention (n = 44) and active control (n = 42) conditions. Over four months, fathers in the intervention condition engaged in number application activities with their children, while fathers in the active control condition focused on reading storybooks without math content. At the pre-test, post-test, and delayed post-test, children’s number skills were assessed individually, and their number interest was reported by both parents. Regression analyses revealed that the intervention led to greater improvement in children’s number skills at the immediate post-test, though this effect did not persist at the delayed post-test. While immediate effects on children’s number interest were not observed, the intervention resulted in greater improvements in mother-reported number interest at the delayed post-test. This research highlights the bidirectional relations between father-child numeracy activities and children’s number skills. The findings suggest that children’s weaker number skills can elicit more formal math teaching from fathers. Moreover, promoting fathers’ involvement in children’s math education, particularly through engaging them in real-life number application activities, can enhance children’s number skills and interest. These findings have important implications for early math education, emphasizing the significance of fathers’ participation in young children’s number learning.