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Goldstein A, Cole T, Cordes S. How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study. Front Psychol. 2016;7:1100doi: 10.3389/fpsyg.2016.01100.
Goldstein, A., Cole, T., & Cordes, S. (2016). How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study. Frontiers in psychology, 71100. https://doi.org/10.3389/fpsyg.2016.01100
Goldstein, Alison, et al. "How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study." Frontiers in psychology vol. 7 (2016): 1100. doi: https://doi.org/10.3389/fpsyg.2016.01100
Goldstein A, Cole T, Cordes S. How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study. Front Psychol. 2016 Jul 21;7:1100. doi: 10.3389/fpsyg.2016.01100. eCollection 2016. PMID: 27493639; PMCID: PMC4954809.
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Front Psychol. 2016 Jul 21;7:1100. doi: 10.3389/fpsyg.2016.01100. eCollection 2016.

How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study.

Frontiers in psychology

Alison Goldstein, Thomas Cole, Sara Cordes

Affiliations

  1. Department of Psychological and Brain Sciences, University of Delaware Newark, DE, USA.
  2. Department of Psychology, Boston College Chestnut Hill, MA, USA.

PMID: 27493639 PMCID: PMC4954809 DOI: 10.3389/fpsyg.2016.01100

Abstract

Studies have stressed the importance of counting with children to promote formal numeracy abilities; however, little work has investigated when parents begin to engage in this behavior with their young children. In the current study, we investigated whether parents elaborated on numerical information when reading a counting book to their preverbal infants and whether developmental differences in numerical input exist even in the 1st year of life. Parents and their 5-10 months old infants were asked to read, as they would at home, two books to their infants: a counting book and another book that did not have numerical content. Parents' spontaneous statements rarely focused on number and those that did consisted primarily of counting, with little emphasis on labeling the cardinality of the set. However, developmental differences were observed even in this age range, such that parents were more likely to make numerical utterances when reading to older infants. Together, results are the first to characterize naturalistic reading behaviors between parents and their preverbal infants in the context of counting books, suggesting that although counting books promote numerical language in parents, infants still receive very little in the way of numerical input before the end of the 1st year of life. While little is known regarding the impact of number talk on the cognitive development of young infants, the current results may guide future work in this area by providing the first assessment of the characteristics of parental numerical input to preverbal infants.

Keywords: cardinality; counting; counting books; numerical development; numerical input

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