The Study On The Development Of Number Concepts And Families' Math Interactions In Toddlers Aged 2-3

The purpose of this study was to investigate the developmental characteristics in toddlers'number concepts, the present situation of families'math interactions, and the relationship between toddlers'number concepts and families'math interactions.A sample of 116 children aged 2-3 and their parents were randomly selected from 187 children in 10 classes in three ordinary preschools in Shanghai. The test to assess toddlers'number concepts in this study was mainly adapted from part of the number sense measure adapted by Zhenguo Zhao (2009), combined How-Many and Give-the-Number test created by Wynn (1992) and Search-Box created by Starkey (1992). The questionnaire of families'math interactions in this study was used from "Home Math Parent-Child Interaction Questionnaire" adapted by Qi Chen (2009). The study examined the statues of toddlers'number concepts and present situation of families'math interactions by means of Descriptive Statistics, the effects of age and gender on the performances of toddlers'number concepts and the influences to families'math interactions by MANOVA, the relationship between toddlers number concepts and families'math interactions through Correlation Analysis.The implication of the study was also discussed.The result indicated that:(1)2-3 aged toddlers had certain number concepts developmental abilities, but with a low level.(2) Toddlers'number concepts developmental abilities had significant age differences on all tasks, especially between 2-2.5 years old. (3)No gender discrimination was found on toddlers'number concepts developmental abilities except in counting task. (4) Un-similar sets comparison was the best performed skill while counting identify and subitizing were the worst performed skills. (5) The frequency of toddlers'family math interactions were frequently and number concepts were the main content; Parents used examples mostly to facilitate the math interactions. (6) Families'math interactions were influenced of different parent education background, different aged toddlers and family learning environment. (7) Families'math interactions influences toddlers'number concepts development. (8) The positive significant correlation emerged between 2-3 years old toddlers'number concepts and families'math interactions.