Abstract
This study examines the relationship between family socioeconomic status, parent-child activities, and young children’s digital development. Using the Family SES questionnaire, the parent-child activities questionnaire, and the 5 to 6 year old children’s number sense development scale as research instruments, 314 young children (M = 70.42, SD = 3.47). The results show that: (1) Family Socioeconomic Status can significantly positively predict the young children’s number sense development; (2) Parent-child activities play a partial mediating role in the relationship between family socioeconomic status and the young children’s number sense development. This study provides specific guidelines and recommendations for improving the young children’s number sense development.
Publisher
Public Library of Science (PLoS)
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