Date of Award
Doctor of Philosophy
Educational Leadership, Research and Technology
Dr. Patricia L. Reeves
Increased research in the area of early childhood education has expanded knowledge in the area of educating young children and improving school readiness. In Head Start, as well as other preschool programs, attention has recently focused on the pre-mathematics component of early education and school readiness.
The purpose of this study is to gain insight into the home-based mathematic activities and experiences single rural Head Start mothers use to provide math-related instruction to their children prior to Head Start entry. Also examined was the preschool teacher's influence on parent initiated in-home mathematics practices.
This study looked for relationships between the extension of the Head Start parent/teacher partnership in the area of pre-mathematical development and Head Start mother's implementation of the pre-mathematic instructional practices. An examination of the mothers' ability, level of comfort and frequency in providing home-based mathematics instruction prior to preschool entry, and how this home-based instruction compliments the classroom instruction will be useful in determining what areas teachers should reinforce and what areas they need to address in providing parents with additional in-home activities. The study accomplished this by assessing the actions and perceptions relative to pre-mathematical practices of the mothers prior to their child entering preschool. Also, the mothers' reported implementation of Head Start endorsed activities along with the frequency of interaction in the activities was assessed before and after a four-month period of interaction in the parent/teacher partnership.
Babcock, Curtiss J., "The Impact of the Head Start Parent Teacher Partnership on Home Based Mathematical Interventions Provided by Single Rural Head Start Mothers" (2011). Dissertations. 343.