Degree Type

Dissertation

Date of Award

1997

Degree Name

Doctor of Philosophy

Department

Human Development and Family Studies

First Advisor

Joan E. Herwig

Abstract

The purpose of this study was to examine an exploratory model to explain the interactive relationships among parents' number and monetary practices, and their kindergartners' number concepts, monetary concepts, and monetary skills. The 207 kindergartners participated in three number and monetary tasks during clinical interviews. Each child's father or mother completed two kinds of home practices questionnaires. By using path analysis through LISREL 8.12, the results showed that kindergartners' use of money was significantly influenced by their number concepts (i.e., cardinality) and knowledge of coins (i.e., knowing the coin names and coin values). Kindergartners' cardinality benefited their acquisition of knowledge of coin values. They learned numbers representing small amounts to large amounts, understood the coin names before the coin values, and were able to complete matching paying prior to the transformation paying. Parental direct money teaching strategies had a positive impact on kindergartners' acquisition of knowledge of coin names. Kindergarten parents who reported more frequent direct teaching of numbers also reported more frequent direct teaching of money with their children. No relationship was found between parents' number practices with kindergartners and kindergartners' number learning, and there was no effect of parents' monetary practices with their kindergartners on kindergartners' monetary use.

DOI

https://doi.org/10.31274/rtd-180813-10498

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Jyh-Tsorng Jong

Language

en

Proquest ID

AAI9725420

File Format

application/pdf

File Size

167 pages

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