Playing The Ladybug Game: parent guidance of young children's numeracy activities

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Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest (2017, background): “In addition, in order to excel at the game, children might be eager to improve their fluency in numeracy skills and learn the higher level numeracy skills demonstrated by more competent players (Schwartz, 2005; Vandermaas-Peeler et al., 2012).”
Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs (2019, background): “To this end, Vandermaas-Peeler, Ferretti, and Loving (2012) gave parent–child dyads a board game to play.”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “The importance of interventions being sustained was suggested by experimental math studies that found positive effects for semester-long, curriculum-based, intensive interventions (Noble, Duch, Darvique, Grundleger, Rodriguez, and Landers, 2012; Starkey and Klein, 2000) but not for weeklong, less in”
Parental support of numeracy during a cooking activity with four-year-olds (2012, methodology): “Research suggests that parents engage in little direct or explicit instruction of numeracy (e.g. Guberman 2004; Vandermaas-Peeler, Nelson, and Bumpass 2007; Vandermaas-Peeler, Ferretti, and Loving 2011) in the context of activities performed at home.”