Science and Mathematics Education Commons^™

Measuring Preschool Parents’ Attitudes Towards Science: Development And Psychometric Evaluation Of A Parent Version Of The Dimension Of Attitudes Towards Science Instrument., Alexandra E. Adair

Dissertations, Theses, and Capstone Projects

Presently, no measure or theoretical framework exists for preschool parents’ attitudes towards science. The purpose of this study was to develop and validate a measure of preschool parents’ attitudes towards science with a corresponding theoretical framework, as well as explore related constructs. To develop the measure, I adapted Wendt and Rockinson-Szapkiw’s (2017) English translation of van Aalderen-Smeets & Walma van der Molen’s (2013) Dimensions of Science (DAS) scale by making it appropriate for use with preschool parents.

The Preschool Parents Dimensions of Science Scale (PP-DAS) was pilot tested and revised before being administered to 330 preschool parents in the United …

Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid

Dr Kate Reid

Children think mathematically long before they start school. Before children start learning mathematics at school, they show informal understanding of many numeracy concepts. This is informal numeracy knowledge, that is, skills that children develop before starting school that do not depend on written mathematical notation (Purpura & Napoli, 2015). For example, children’s numeracy knowledge is evident in their developing counting skills. It is also evident in their capacity to compare, share, order, estimate and calculate different quantities. Fundamental skills in recognising and responding to numerical cues are apparent in infancy, and, at a very basic level, may be innate. Early …

Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid

Student learning processes

Children think mathematically long before they start school. Before children start learning mathematics at school, they show informal understanding of many numeracy concepts. This is informal numeracy knowledge, that is, skills that children develop before starting school that do not depend on written mathematical notation (Purpura & Napoli, 2015). For example, children’s numeracy knowledge is evident in their developing counting skills. It is also evident in their capacity to compare, share, order, estimate and calculate different quantities. Fundamental skills in recognising and responding to numerical cues are apparent in infancy, and, at a very basic level, may be innate. Early …