De invloed van opleidingsniveau van ouders op voorbereidende rekenvaardigheid bij kleuters: zijn sekse en/of migratieachtergrond een moderator voor deze relatie?

Abstract

Parental education level has a positive impact on their children’s development of early mathematics. Aims: This research examined whether there are differences in early mathematics between children with and without parents with a high education level in the Netherlands. The effects of migration background and gender on this relation were also examined. Method: 377 children between four and seven years old were examined using the UGT-3. This test is used to examine the level of pre-mathematical skills of preschoolers. Procedure: In this study a positive relationship is expected between the parental education level and the early numeracy of children. To measure the relationship between the parental education level and the early numeracy of children, a Spearman correlation has been used. Secondly, a moderation analysis has been used to investigate whether migration background and gender have a moderating effect. Results: A significant effect on early mathematics was found among children whose fathers had a higher education. This effect was not significant on early mathematics when mothers had a higher education. Migration background and gender did not have a significant effect on the relationship between parental education and early mathematics. Discussion: It becomes clear that parental education is relevant and necessary for a better understanding of the development of children’s early numeracy. Further research is needed on differences between and within diverse parental education levels.