참고문헌
- 권덕수, 한진원 (2009). 실외놀이에서 유아들이 겪는 수학적 경험에 관한 탐색 - 공동육아 어린이집의 '나들이'를 중심으로. 유아교육.보육복지연구, 13(3), 185-211.
- 김지현, 김정민 (2014). 만5세 유아 어머니의 수학교육내용별 중요성 인식 및 수학적 상호작용. 한국보육지원학회지, 10(2), 175-192. https://doi.org/10.14698/jkcce.2014.10.2.175
- 남기심, 고영근, 유현경, 최형용 (2019). 표준 국어문법론. 한국문화사.
- 박원우, 손승연, 박해신, 박혜상 (2010). 적정 표본크기(sample size) 결정을 위한 제언. 노사관계연구, 21, 51-85.
- 배진희, 김지현 (2019). 만 3세 유아 부모의 수학적 상호작용 증진을 위한 가정연계 프로그램의 개발 및 적용. 한국보육지원학회지, 15(3), 83-113. https://doi.org/10.14698/jkcce.2019.15.03.083
- 서동미, 염지숙 (2006). 유치원 삶 속에서 유아들이 겪는 수학경험에 대한 질적 연구. 열린유아교육연구, 11(1), 237-266.
- 신은수, 김은정, 김소향 (1993). 3, 4, 5세 유아의 합리적인 수세기, 더하기, 빼기 능력 발달에 관한 연구. 아동학회지, 14(1), 23-37.
- 이기현 (1995). 적목놀이 프로그램이 유아의 수학성취에 미치는 효과. 효성여자대학교 박사학위논문.
- 이익섭 (n.d.). 수사. 한국민족문화대백과. https://encykorea.aks.ac.kr/Article/E0031418#cm_ reference에서 2023년 10월 10일 인출
- 이정화 (2015). 유아 수세기(counting)에 관한 국내 연구동향 분석. 한국보육지원학회지, 11(3), 129-148. https://doi.org/10.14698/jkcce.2015.11.129
- 홍혜경 (1990). 한국 유아의 수단어 획득에 관한 연구. 아동학회지, 11(2), 5-23.
- Baroody, A. J. (1987). The development of counting strategies for single-digit addition. Journal for Research in Mathematics Education, 18(2), 141-157. https://doi.org/10.2307/749248
- Batchelor, S., Inglis, M., & Gilmore, C. (2015). Spontaneous focusing on numerosity and the arithmetic advantage. Learning and Instruction, 40, 79-88. https://doi.org/10.1016/j.learninstruc.2015.09.005
- Berkowitz, T., Gibson, D. J., & Levine, S. C. (2021). Parent math anxiety predicts early number talk. Journal of Cognition and Development, 22(4), 523-536. https://doi.org/10.1080/15248372.2021.1926252
- Blevins-Knabe, B., & Musun-Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Infant and Child Development, 5(1), 35-45. https://doi.org/10.1002/(sici)1099-0917(199603)5:1<35::aid-edp113>3.0.co;2-0
- Casey, B. M., Lombardi, C. M., Thomson, D., Nguyen, H. N., Paz, M., Theriault, C. A., & Dearing, E. (2018). Maternal support of children's early numerical concept learning predicts preschool and first-grade math achievement. Child Development, 89(1), 156-173. https://doi.org/10.1111/cdev.12676
- Clements, L. J., LeMahieu, R. A., Nelson, A. E., Eason, S. H., & Dearing, E. (2021). Associations between parents' number talk and management language with young children. Journal of Applied Developmental Psychology, 73, 101261. https://doi.org/10.1016/j.appdev.2021.101261
- Colome, A., & Noel, M-P. (2012). One first? Acquisition of the cardinal and ordinal uses of numbers in preschoolers. Journal of Experimental Child Psychology, 113(2), 233-247. https://doi.org/10.1016/j.jecp.2012.03.005
- Daubert, E., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. (2018). Sum thing to talk about: Caregiver-preschooler math talk in low-income families from the United States. Bordon: Revista de Pedagogia, 70(3), 115-130. https://doi.org/10.13042/Bordon.2018.62452
- Dearing, E., Casey, B., Davis-Kean, P. E., Eason, S., Gunderson, E., Levine, S. C. et al. (2022). Socioeconomic variations in the frequency of parent number talk: A meta-analysis. Education Sciences, 12(5), 312. https://doi.org/10.3390/educsci12050312
- DePascale, M., Prather, R., & Ramani, G. B. (2021). Parent and child spontaneous focus on number, mathematical abilities, and mathematical talk during play activities. Cognitive Development, 59, 101076. https://doi.org/10.1016/j.cogdev.2021.101076
- Durkin, K., Shire, B., Riem, R., Crowther, R. D., & Rutter, D. R. (1986). The social and linguistic context of early number word use. British Journal of Developmental Psychology, 4(3), 269-288. https://doi.org/10.1111/j.2044-835X.1986.tb01018.x
- Elliott, L., Braham, E. J., & Libertus, M. E. (2017). Understanding sources of individual variability in parents' number talk with young children. Journal of Experimental Child Psychology, 159, 1-15. https://doi.org/10.1016/j.jecp.2017.01.011
- Ensor, R., & Hughes, C. (2005). More than talk: Relations between emotion understanding and positive behaviour in toddlers. British Journal of Developmental Psychology, 23(3), 343-363. https://doi.org/10.1348/026151005x26291
- Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. https://doi.org/10.3758/bf03193146
- Fidalgo, Z., & Pereira, F. (2005). Socio-cultural differences and the adjustment of mothers' speech to their children's cognitive and language comprehension skills. Learning and Instruction, 15(1), 1-21. https://doi.org/10.1016/j.learninstruc.2004.12.005
- Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. Sage publications. https://doi.org/10.1111/insr.12011_21
- Fuchs, L. S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510. https://doi.org/10.1086/499684
- Fuson, K. C. (1992). Relations between counting and cardinality from age 2 to age 8. In J. Bideaud, C. Meljac, J.-P. Fischer (Eds.), Pathways to number: Children's developing numerical abilities (pp. 127-149). Lawrence Earlbaum.
- Gelman, R., & Meck, E. (1983). Preschoolers' counting: Principles before skill. Cognition, 13(3), 343-359. https://doi.org/10.1016/0010-0277(83)90014-8
- Gerofsky, S. (2015). Approaches to embodied learning in mathematics. In L. D. English, and D. Kirshner (Eds.), Handbook of international research in mathematics education (pp. 60-97). Routledge. https://doi.org/10.4324/9780203448946-9
- Gibson, D. J., Gunderson, E. A., & Levine, S. C. (2020). Causal effects of parent number talk on preschoolers' number knowledge. Child Development, 91(6), e1162-e1177. https://doi.org/10.1111/cdev.13423
- Ginsburg, H. P., & Baroody, A. J. (1990). Test of Early Mathematics Ability: Second Edition. ProEd. https://doi.org/10.1037/e313642005-030
- Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents' input and children's cardinal-number knowledge. Developmental Science, 14(5), 1021-1032. https://doi.org/10.1111/j.1467-7687.2011.01050.x
- Gurgah Ogul, I., & Aktas Arnas, Y. (2021). Role of home mathematics activities and mothers' maths talk in predicting children's maths talk and early maths skills. European Early Childhood Education Research Journal, 29(4), 501-518. https://doi.org/10.1080/1350293X.2020.1858128
- Gurgah Ogul, I., & Aktas Arnas, Y. (2022). Understanding home math environments and math talks of children with low and middle socioeconomic status. Participatory Educational Research, 9(4), 53-70. https://doi.org/10.17275/per.22.79.9.4
- Gurgah Ogul, I., Aktas Arnas, Y, & Saribas, S. (2020). Enriching mothers' maths talk with their children through home visits. Erken Cocukluk Calismalari Dergisi, 4(3), 833-857. https://doi.org/10.24130/eccdjecs.1967202041204
- Hanner, E., Braham, E. J., Elliott, L., & Libertus, M. E. (2019). Promoting math talk in adult-child interactions through grocery store signs. Mind, Brain, and Education, 13(2), 110-118. https://doi.org/10.1111/mbe.12195
- He, S., Graf, E., Webber, R. J., Leffel, K. R., Suskind, E., Levine, S., & Suskind, D. (2022). Assessing efficacy and benefit of a behavioral math talk intervention for caregivers of young children. Child & Youth Care Forum, 51, 1155-1173. https://doi.org/10.1007/s10566-022-09671-3
- Hendrix, N. M., Hojnoski, R. L., & Missall, K. N. (2019). Shared book reading to promote math talk in parent-child dyads in low-income families. Topics in Early Childhood Special Education, 39(1), 45-55. https://doi.org/10.1177/0271121419831762
- Klein, A. E. (1979). Additional evidence of the predictive validity of the Stanford Early School Achievement Test. Educational and Psychological Measurement, 39(4), 1053-1059. https://doi.org/10.1177/001316447903900446
- Le Corre, M., & Carey, S. (2007). One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition, 105(2), 395-438. https://doi.org/10.1016/j.cognition.2006.10.005
- LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children's math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55-66. https://doi.org/10.1037/a0014532
- Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge?. Developmental Psychology, 46(5), 1309-1319. https://doi.org/10.1037/a0019671
- Lombardi, C. M., & Dearing, E. (2021). Maternal support of children's math learning in associations between family income and math school readiness. Child Development, 92(1), e39-e55. https://doi.org/10.1111/cdev.13436
- Mix, K. S., Sandhofer, C. M., Moore, J. A., & Russell, C. (2012). Acquisition of the cardinal word principle: The role of input. Early Childhood Research Quarterly, 27(2), 274-283. https://doi.org/10.1016/j.ecresq.2011.10.003
- NCTM (2000). Principles and standards for school mathematics. NCTM.
- Orrantia, J., Munez, D., Sanchez, R., & Matilla, L. (2022). Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns. Early Childhood Research Quarterly, 61, 81-89. https://doi.org/10.1016/j.ecresq.2022.05.009
- Psychological Corporation. (1989). Stanford Early School Achievement Test (3rd ed.). Harcourt Brace Jovanovich.
- Sarnecka, B. W., & Lee, M. D. (2009). Levels of number knowledge during early childhood. Journal of Experimental Child Psychology, 103(3), 325-337. https://doi.org/10.1016/j.jecp.2009.02.007
- Saxe, G. B., Guberman, S. R., Gearhart, M., Gelman, R., Massey, C. M., & Rogoff, B. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52(2), 1-162. https://doi.org/10.2307/1166071
- Sokolov, J. L. (1993). A local contingency analysis of the fine-tuning hypothesis. Developmental Psychology, 29(6), 1008-1023. https://doi.org/10.1037/0012-1649.29.6.1008
- Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27(6), 841-857. https://doi.org/10.1080/10409289.2016.1148480
- Tamis-LeMonda, C. S., Baumwell, L., & Cristofaro, T. (2012). Parent-child conversations during play. First Language, 32(4), 413-438. https://doi.org/10.1177/0142723711419321
- Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents' use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53(4), 249-259. https://doi.org/10.1016/j.ecresq.2020.05.002
- Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Numeracy-related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17(1), 67-84. https://doi.org/10.1080/09669760802699910
- Van Dijk, M., van Geert, P., Korecky-Kroll, K., Maillochon, I., Laaha, S., Dressler, W. U., & Bassano, D. (2013). Dynamic adaptation in child-adult language interaction. Language Learning, 63(2), 243-270. https://doi.org/10.1111/lang.12002
- van Geert, P., & Steenbeek, H. (2005). The dynamics of scaffolding. New ideas in Psychology, 23(3), 115-128. https://doi.org/10.1016/j.newideapsych.2006.05.003
- Wynn, K. (1990). Children's understanding of counting. Cognition, 36(2), 155-193. https://doi.org/10.1016/0010-0277(90)90003-3
- Wynn, K. (1992). Children's acquisition of the number words and the counting system. Cognitive Psychology, 24(2), 220-251. https://doi.org/10.1016/0010-0285(92)90008-P
- Young-Loveridge, J. M. (1996). The number language used by preschool children and their mothers in the context of cooking. Australasian Journal of Early Childhood, 21(1), 16-20. https://doi.org/10.1177/183693919602100105
- Zippert, E. L., Daubert, E. N., Scalise, N. R., Noreen, G. D., & Ramani, G. B. (2019). "Tap space number three": Promoting math talk during parent-child tablet play. Developmental Psychology, 55(8), 1605-1614. https://doi.org/10.1037/dev0000769