Australian families' perceptions of access to capitals to support early mathematical learning

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

The chapter reports on how some Australian parents perceive their families’ access to resources (in the form of capitals) and the importance of early learning in preparation for the transition to formal schooling, with a particular focus on mathematics learning. The families all participated in the Australian Research Council–funded research Numeracy@Home and came from metropolitan and regional sites in Victoria, Australia. The families responded to the Family Educational and Learning Questionnaire (FELQ). The questionnaire surveyed parental perceptions of children’s access to education and learning resources. The questionnaire also canvassed parents’ views about the mathematical concepts that were essential for children to learn before they began school (at five years) and who should be responsible for guiding this learning. The following section provides the theoretical model for understanding families’ views about children’s access to resources and their preparedness for formal schooling.
Original languageEnglish
Title of host publicationTeachers' and Families' Perspectives in Early Childhood Education and Care
Subtitle of host publicationEarly Childhood Education in the 21st Century Vol. II
EditorsSivanes Phillipson, Susanne Garvis
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter2
Pages7-24
Number of pages18
Edition1st
ISBN (Electronic)9780203730546
ISBN (Print)9781138303942
DOIs
Publication statusPublished - 2019

Publication series

NameEvolving Families

Cite this

Richards, G., Phillipson, S., & Gervasoni, A. (2019). Australian families' perceptions of access to capitals to support early mathematical learning. In S. Phillipson, & S. Garvis (Eds.), Teachers' and Families' Perspectives in Early Childhood Education and Care: Early Childhood Education in the 21st Century Vol. II (1st ed., pp. 7-24). (Evolving Families). Abingdon UK: Routledge. https://doi.org/10.4324/9780203730546-2
Richards, Gerarda ; Phillipson, Sivanes ; Gervasoni, Ann. / Australian families' perceptions of access to capitals to support early mathematical learning. Teachers' and Families' Perspectives in Early Childhood Education and Care: Early Childhood Education in the 21st Century Vol. II. editor / Sivanes Phillipson ; Susanne Garvis. 1st. ed. Abingdon UK : Routledge, 2019. pp. 7-24 (Evolving Families).
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Richards, G, Phillipson, S & Gervasoni, A 2019, Australian families' perceptions of access to capitals to support early mathematical learning. in S Phillipson & S Garvis (eds), Teachers' and Families' Perspectives in Early Childhood Education and Care: Early Childhood Education in the 21st Century Vol. II. 1st edn, Evolving Families, Routledge, Abingdon UK, pp. 7-24. https://doi.org/10.4324/9780203730546-2

Australian families' perceptions of access to capitals to support early mathematical learning. / Richards, Gerarda; Phillipson, Sivanes; Gervasoni, Ann.

Teachers' and Families' Perspectives in Early Childhood Education and Care: Early Childhood Education in the 21st Century Vol. II. ed. / Sivanes Phillipson; Susanne Garvis. 1st. ed. Abingdon UK : Routledge, 2019. p. 7-24 (Evolving Families).

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

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Richards G, Phillipson S, Gervasoni A. Australian families' perceptions of access to capitals to support early mathematical learning. In Phillipson S, Garvis S, editors, Teachers' and Families' Perspectives in Early Childhood Education and Care: Early Childhood Education in the 21st Century Vol. II. 1st ed. Abingdon UK: Routledge. 2019. p. 7-24. (Evolving Families). https://doi.org/10.4324/9780203730546-2