Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

Gintautas Silinskas*, Ulla Leppänen, Kaisa Aunola, Rauno Parrila, Jari Erik Nurmi

*Corresponding author for this work

Research output: Contribution to journalArticle

58 Citations (Scopus)

Abstract

The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Grade 1. The results showed that the lower the socioeconomic status of mothers and fathers, the more teaching of reading and mathematics they reported. Moreover, the lower the children's academic performance in reading and mathematics in the beginning of Grade 1, the more teaching by mothers and fathers reported later on. Overall, the results suggest that mothers and fathers adjust their teaching to the actual skill level of their children when their children enter primary school.

Original languageEnglish
Pages (from-to)61-71
Number of pages11
JournalLearning and Instruction
Volume20
Issue number1
DOIs
Publication statusPublished - Feb 2010
Externally publishedYes

Keywords

  • parental teaching
  • socioeconomic status
  • learning difficulties
  • reading
  • mathematics

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