Page 323 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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Vključevanje staršev v zgodnje učenje matematike
Education.« V Mathematics education for the third Millenium: Towards 2010,
ur. I. Putt, R. Faragher in M. McLean, 478–485. Sydney: MERGA.
Rivera-Batiz, F. L. 1992. »Quantitative Literacy and the Likelihood of Emplo-
yment among Young Adults in the United States.« Journal of Human Re-
sources 27:313–328.
Sarama, J., in D. H. Clements. 2009. Early Childhood Mathematics Education Re-
search: Learning Trajectories for Young Children. New York: Routledge.
Saxe, G., S. Guberman in M. Gearhart. 1987. »Social Processes in Early Num-
ber Development.« Monographs of the Society for Research in Child Deve-
lopment 52 (2): 100–200.
Starkey, P., in A. Klein. 2000. »Fostering Parental Support for Children’s Ma-
thematical Development: An Intervention with Head Start Families.« Early
Education and Development 11 (5): 659–680.
Štular, V. 1990. »Osnovni pogoji, ki omogočajo kreativno delo vzgojitelja.«
V Vzgojitelj: kreator predšolske vzgoje, ur. M. Blažič, 221–225. Novo mesto:
Skupnost varstvenih organizacij.
Tye, C. 1993. »IMPACT and the Early Years Classroom.« V Partnerships in Maths:
Parents and Schools; The IMPACT Project, ur. R. Merttens in J. Vass, 37–44.
London, UK: Falmer.
Zajc, I., in M. Koželj. 2001. Matematika v srcu umetnosti. Ljubljana: Jutro.
Zigler, E., W. Gilliam in S. A. Jones. 2006. Vision for Universal Preschool Education.
New York: Cambridge University Press.
Watts, T. W., G. J. Duncan, R. S. Siegler in P. E. Davis-Kean. 2014. »What’s Past
Is Prologue: Relations Between Early Mathematics Knowledge and High,
School Achievement.« Educational Research 43 (7): 352–360.
Involving Parents in Early Learning of Mathematics
In the recent years, the general public has been paying more attention to math-
ematical literacy. A number of studies from around the world have shown that
the mathematical knowledge children acquire could predict their future ca-
reers. Mathematical knowledge can affect their subsequent level of education,
academic success, job quality, or even determine their wages. Some research
has shown that the mathematical knowledge with children is supposed to be a
powerful predictor of their socioeconomic status later in life. Facilitating math-
ematical literacy is a long-term process, which begins in pre-school. During
this period, their parents and home environment prove to be the greatest in-
fluencers on their development, and thus the development of their abilities in
mathematical thinking. Therefore, the involvement of parents in early learn-
ing of mathematics is crucial. For this purpose, we have designed and imple-
mented the research, through which we taught the parents how to play with
early mathematics and made it possible for children to explore certain math-
ematical concepts in interaction with their parents within their home environ-
323
Education.« V Mathematics education for the third Millenium: Towards 2010,
ur. I. Putt, R. Faragher in M. McLean, 478–485. Sydney: MERGA.
Rivera-Batiz, F. L. 1992. »Quantitative Literacy and the Likelihood of Emplo-
yment among Young Adults in the United States.« Journal of Human Re-
sources 27:313–328.
Sarama, J., in D. H. Clements. 2009. Early Childhood Mathematics Education Re-
search: Learning Trajectories for Young Children. New York: Routledge.
Saxe, G., S. Guberman in M. Gearhart. 1987. »Social Processes in Early Num-
ber Development.« Monographs of the Society for Research in Child Deve-
lopment 52 (2): 100–200.
Starkey, P., in A. Klein. 2000. »Fostering Parental Support for Children’s Ma-
thematical Development: An Intervention with Head Start Families.« Early
Education and Development 11 (5): 659–680.
Štular, V. 1990. »Osnovni pogoji, ki omogočajo kreativno delo vzgojitelja.«
V Vzgojitelj: kreator predšolske vzgoje, ur. M. Blažič, 221–225. Novo mesto:
Skupnost varstvenih organizacij.
Tye, C. 1993. »IMPACT and the Early Years Classroom.« V Partnerships in Maths:
Parents and Schools; The IMPACT Project, ur. R. Merttens in J. Vass, 37–44.
London, UK: Falmer.
Zajc, I., in M. Koželj. 2001. Matematika v srcu umetnosti. Ljubljana: Jutro.
Zigler, E., W. Gilliam in S. A. Jones. 2006. Vision for Universal Preschool Education.
New York: Cambridge University Press.
Watts, T. W., G. J. Duncan, R. S. Siegler in P. E. Davis-Kean. 2014. »What’s Past
Is Prologue: Relations Between Early Mathematics Knowledge and High,
School Achievement.« Educational Research 43 (7): 352–360.
Involving Parents in Early Learning of Mathematics
In the recent years, the general public has been paying more attention to math-
ematical literacy. A number of studies from around the world have shown that
the mathematical knowledge children acquire could predict their future ca-
reers. Mathematical knowledge can affect their subsequent level of education,
academic success, job quality, or even determine their wages. Some research
has shown that the mathematical knowledge with children is supposed to be a
powerful predictor of their socioeconomic status later in life. Facilitating math-
ematical literacy is a long-term process, which begins in pre-school. During
this period, their parents and home environment prove to be the greatest in-
fluencers on their development, and thus the development of their abilities in
mathematical thinking. Therefore, the involvement of parents in early learn-
ing of mathematics is crucial. For this purpose, we have designed and imple-
mented the research, through which we taught the parents how to play with
early mathematics and made it possible for children to explore certain math-
ematical concepts in interaction with their parents within their home environ-
323
