Preparing Pre-schoolers for Reading and Mathematics: Creating a Home Environment for Preschool Learning

Amber J. Godwin; William H. Rupley; Robert M. Capraro; Mary Margaret Capraro

Amber J. Godwin Sam Houston State University, Huntsville, TX, USA.
William H. Rupley Texas A&M University, College Station, TX, USA.
Robert M. Capraro Texas A&M University, College Station, TX, USA.
Mary Margaret Capraro Texas A&M University, College Station, TX, USA.

Keywords: Reading, mathematics, pre-school, parent-child interactions, language development

Abstract

The combination of building reading and mathematics language skills prior to entry into kindergarten can positively impact childrens ability to make sense of representations in both areas. Four families volunteered to participate in this field- based study to learn how to integrate reading and mathematics in parent and child learning activities. Four parents and their preschool-aged children together attended training sessions to learn and practice the implementation of a home environment supportive of both reading and mathematics. Each parent completed questionnaires about implementation of the four training sessions with their child. Parent responses were overwhelmingly positive regarding the suggested behaviors for creating a pro-reading/mathematics home environment. Parents reported that the reading and mathematics home instruction activities gave children learning opportunities from combining early mathematics skills and reading skills and they also learned new vocabulary. Home learning activities also helped children learn effortful control skills when reading and talking about mathematics storybooks. There was also rapport building through family conversations that were attributed to parents use of instructional activities.