Engaging Families as Children's First Mathematics Educators Internat
This book explores how professionals can engage and inspire parents to support their young children’s mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and supporting parents
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Sivanes Phillipson Ann Gervasoni Peter Sullivan Editors
Engaging Families as Children's First Mathematics Educators International Perspectives
Early Mathematics Learning and Development Series editor Lyn D. English Queensland University of Technology School of STM Education Brisbane, Queensland, Australia
More information about this series at http://www.springer.com/series/11651
Sivanes Phillipson Ann Gervasoni Peter Sullivan •
Editors
Engaging Families as Children’s First Mathematics Educators International Perspectives
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Editors Sivanes Phillipson Faculty of Education Monash University Clayton, VIC Australia
Peter Sullivan Faculty of Education Monash University Clayton, VIC Australia
Ann Gervasoni Faculty of Education Monash University Clayton, VIC Australia
ISSN 2213-9273 ISSN 2213-9281 (electronic) Early Mathematics Learning and Development ISBN 978-981-10-2551-8 ISBN 978-981-10-2553-2 (eBook) DOI 10.1007/978-981-10-2553-2 Library of Congress Control Number: 2016949629 © Springer Science+Business Media Singapore 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #22-06/08 Gateway East, Singapore 189721, Singapore
Preface
Families play a central role in children’s learning and development. Family involvement and parenting from an early age have been acknowledged to be vital for children’s development—a statement that resonates through years of international research and literature. In recent years though, there is a prevalence of research that suggests that parents’ engagement in their children’s learning varies due to factors such as parents facing multiple disadvantages. Leading this debate, Melhuish et al. (2008), for example, suggest that parents generally engage in their children’s development and learning if they have the opportunities and resources to do so
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