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Supporting Children's Numeracy Competencies and Families' HNE: Exploring the Role of Apps and Digital Parent Information in STEM vs. Non-STEM Families

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Title: Supporting Children's Numeracy Competencies and Families' HNE: Exploring the Role of Apps and Digital Parent Information in STEM vs. Non-STEM Families
Language: English
Authors: Anna Mues (ORCID 0000-0001-8987-5716), Efsun Birtwistle (ORCID 0000-0002-6958-5882), Astrid Wirth (ORCID 0000-0003-1126-141X), Tina Schiele (ORCID 0009-0002-9200-2355), Frank Niklas (ORCID 0000-0002-3777-7388)
Source: European Journal of Psychology of Education. 2025 40(2).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Toddlers, Preschool Children, Parents, Parents as Teachers, Numeracy, Educational Attainment, Parent Background, Tablet Computers, Family Characteristics, Family Involvement, Family School Relationship, STEM Careers, Digital Literacy, Child Development, Mathematics Achievement, Parent Education
DOI: 10.1007/s10212-025-00953-7
ISSN: 0256-2928
1878-5174
Abstract: Early numeracy competencies are of great importance for children's competency development. Here, early digital intervention approaches offer the potential to support all children and their families. We investigated whether the provision of specific numeracy learning apps and parent information about children's numeracy development improves both, children's numeracy competencies and the quality of families' home numeracy environment (HNE) while considering the potential impact of parental (STEM) occupation. Children's numeracy competencies were measured twice in two cohorts (N[subscript 1] = 190 children; M[subscript 1age] = 63.6 months; SD[subscript 1] = 4.4; N[subscript 2] = 310 children; M[subscript 2age] = 59.4 months; SD[subscript 2] = 3.9) with a six-month interval between t1 and t2. Parents were surveyed about the family characteristics and the HNE. Families in the numeracy intervention group (N[subscript total] = 151) received tablet computers with specific numeracy learning apps and parent information. No significant intervention effect on the quality of the HNE was found. However, children from intervention families showed significantly greater numeracy competency gains, even when considering child and family characteristics and independent of parental occupations. Consequently, high-quality learning apps can support the development of children's numeracy competencies already at preschool age. Further ideas on how to reach families and enhance the HNE are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463927
Database: ERIC
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  Data: Supporting Children's Numeracy Competencies and Families' HNE: Exploring the Role of Apps and Digital Parent Information in STEM vs. Non-STEM Families
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  Data: <searchLink fieldCode="AR" term="%22Anna+Mues%22">Anna Mues</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8987-5716">0000-0001-8987-5716</externalLink>)<br /><searchLink fieldCode="AR" term="%22Efsun+Birtwistle%22">Efsun Birtwistle</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6958-5882">0000-0002-6958-5882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Astrid+Wirth%22">Astrid Wirth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1126-141X">0000-0003-1126-141X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tina+Schiele%22">Tina Schiele</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0002-9200-2355">0009-0002-9200-2355</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frank+Niklas%22">Frank Niklas</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3777-7388">0000-0002-3777-7388</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2025 40(2).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+as+Teachers%22">Parents as Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+Computers%22">Tablet Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Characteristics%22">Family Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Careers%22">STEM Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink>
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  Data: 10.1007/s10212-025-00953-7
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  Data: Early numeracy competencies are of great importance for children's competency development. Here, early digital intervention approaches offer the potential to support all children and their families. We investigated whether the provision of specific numeracy learning apps and parent information about children's numeracy development improves both, children's numeracy competencies and the quality of families' home numeracy environment (HNE) while considering the potential impact of parental (STEM) occupation. Children's numeracy competencies were measured twice in two cohorts (N[subscript 1] = 190 children; M[subscript 1age] = 63.6 months; SD[subscript 1] = 4.4; N[subscript 2] = 310 children; M[subscript 2age] = 59.4 months; SD[subscript 2] = 3.9) with a six-month interval between t1 and t2. Parents were surveyed about the family characteristics and the HNE. Families in the numeracy intervention group (N[subscript total] = 151) received tablet computers with specific numeracy learning apps and parent information. No significant intervention effect on the quality of the HNE was found. However, children from intervention families showed significantly greater numeracy competency gains, even when considering child and family characteristics and independent of parental occupations. Consequently, high-quality learning apps can support the development of children's numeracy competencies already at preschool age. Further ideas on how to reach families and enhance the HNE are discussed.
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        Value: 10.1007/s10212-025-00953-7
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      – Text: English
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        PageCount: 23
    Subjects:
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Parents
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      – SubjectFull: Mathematics Achievement
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      – TitleFull: Supporting Children's Numeracy Competencies and Families' HNE: Exploring the Role of Apps and Digital Parent Information in STEM vs. Non-STEM Families
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