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The role of mother's education and child gender for children's vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway.

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Title: The role of mother's education and child gender for children's vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway.
Authors: Lenes, Ragnhild1 ragnhild.lenes@uis.no, Størksen, Ingunn1, McClelland, Megan2, Idsøe, Thormod1,3
Source: European Early Childhood Education Research Journal. Jun2022, Vol. 30 Issue 3, p403-422. 20p. 4 Diagrams, 2 Charts.
Subject Terms: *Early childhood education, *Vocabulary education, *Mathematics education, *Child development
Geographic Terms: Norway
Abstract: Parental education and child gender are related to learning and development during childhood and adolescence. The present study investigated the role of mother's education level and child gender for children's vocabulary and math skills in Norway. Children's vocabulary and math skills were assessed in Early Childhood Education and Care (ECEC) centers (Mage = 5.8; N = 243, 49.4% girls) and first grade (Mage = 6.8 years). Results showed that maternal education predicted children's vocabulary and math skills in a play-based ECEC setting. There was a small gender difference (favoring girls) in math skills but not in vocabulary in ECEC. However, maternal education and gender did not significantly predict the change in vocabulary or math skills from ECEC to first grade, and gender did not moderate the relationship between maternal education and academic skills in young Norwegian children. Implications of these results are discussed. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The role of mother's education and child gender for children's vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway.
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Jun2022, Vol. 30 Issue 3, p403-422. 20p. 4 Diagrams, 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary+education%22">Vocabulary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink>
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  Data: Parental education and child gender are related to learning and development during childhood and adolescence. The present study investigated the role of mother's education level and child gender for children's vocabulary and math skills in Norway. Children's vocabulary and math skills were assessed in Early Childhood Education and Care (ECEC) centers (Mage = 5.8; N = 243, 49.4% girls) and first grade (Mage = 6.8 years). Results showed that maternal education predicted children's vocabulary and math skills in a play-based ECEC setting. There was a small gender difference (favoring girls) in math skills but not in vocabulary in ECEC. However, maternal education and gender did not significantly predict the change in vocabulary or math skills from ECEC to first grade, and gender did not moderate the relationship between maternal education and academic skills in young Norwegian children. Implications of these results are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/1350293X.2022.2055101
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      – Code: eng
        Text: English
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        PageCount: 20
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        Type: general
      – SubjectFull: Vocabulary education
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      – SubjectFull: Mathematics education
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      – SubjectFull: Child development
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      – SubjectFull: Norway
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      – TitleFull: The role of mother's education and child gender for children's vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway.
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            NameFull: Størksen, Ingunn
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            NameFull: McClelland, Megan
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              M: 06
              Text: Jun2022
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