Adaptación y Validación del Cuestionario sobre el Entorno Numérico en el Hogar en Población Argentina
Contenido principal del artículo
Resumen
Citas
Bradley, R. H., Corwyn, R. F., Burchinal, M., McAdoo, H. P., & García Coll, C. (2001). The Home Environments of Children in the United States Part II: Relations with Behavioral Development through Age Thirteen. Child Development, 72(6), 1868–1886. https://doi.org/10.1111/1467-8624.t01-1-00383
Bronfenbrenner, U. (1976). The Experimental Ecology of Education1. Educational Researcher, 5(9), 5–15. https://doi.org/10.3102/0013189X005009005
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., Vol. 1, pp. 793–828). John Wiley & Sons. https://doi.org/10.1002/9780470147658.chpsy0114
Cahoon, A., Campver, Y., Estévez, N., Jiménez Lira, C., Paz García, D. S., Benavides Pando, E. V., & Simms, V. (2024). Parents’ views and experiences of the home mathematics environment: A cross-country study. Infant and Child Development, 33(4), e2497. https://doi.org/10.1002/icd.2497
Cahoon, A., Cassidy, T., Purpura, D. J., & Simms, V. (2021). Developing a Rigorous Measure of the Pre-School Home Mathematics Environment. Journal of Numerical Cognition, 7(2), 172–194. https://doi.org/10.5964/jnc.6373
Cosso, J., Purpura, D. J., & Yoshikawa, H. (2024). The home numeracy environment of Latine families: A mixed methods measurement development study. Journal of Educational Psychology, 116(6), 853–870. https://doi.org/10.1037/edu0000859
Cronbach, L. J. (Ed.). (1972). The dependability of behavioral measurements: Theory of generalizability for scores and profiles. Wiley.
Daucourt, M. C., Napoli, A. R., Quinn, J. M., Wood, S. G., & Hart, S. A. (2021). The home math environment and math achievement: A meta-analysis. Psychological Bulletin, 147(6), 565–596. https://doi.org/10.1037/bul0000330
del Río, M. F., Susperreguy, M. I., Strasser, K., & Salinas, V. (2017). Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety, Home Numeracy Practices, and Numeracy
Expectations. Early Education and Development, 28(8), 939–955. https://doi.org/10.1080/10409289.2017.1331662
Ellis, A., Cosso, J., Duncan, R. J., Susperreguy, M. I., Simms, V., & Purpura, D. J. (2023). International comparisons of the home mathematics environment and relations with children’s mathematical achievement. British Journal of Educational Psychology, 93(4), 1171–1187. https://doi.org/10.1111/bjep.12625
Escobar Pérez, J., & Cuervo Martínez, Á. (2008). Validez de contenido y juicio de expertos: Una aproximación a su utilización. Avances en medición, 6(1), 27–36.
Geary, D. C., vanMarle, K., Chu, F. W., Rouder, J., Hoard, M. K., & Nugent, L. (2018). Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge. Psychological Science, 29(2), 191–205. https://doi.org/10.1177/0956797617729817
Gwet, K. L. (2014). Handbook of Inter-Rater Reliability, 4th Edition: The Definitive Guide to Measuring The Extent of Agreement Among Raters. Advanced Analytics, LLC.
Hart, S. A., Ganley, C. M., & Purpura, D. J. (2016). Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills. PLOS ONE, 11(12), e0168227. https://doi.org/10.1371/journal.pone.0168227
Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y. A., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., Cheung, S. K., Coppola, M., De Smedt, B., Elliott, L., Estévez-Pérez, N., Gallagher-Mitchell, T., Gardner-Neblett, N., Gilmore, C., Leyva, D., Maloney, E. A., Manolitsis, G., Melzi, G., Mutaf-Yıldız, B., Nelson, G., Niklas, F., Pan, Y., Ramani, G. B., Skwarchuk, S.-L., Sonnenschein, S., & Purpura, D. J. (2021). Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. Journal of Numerical Cognition, 7(2), Article e6143. https://doi.org/10.5964/jnc.6143
Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Instituto Nacional de Estadística y Censos. (2022). Censo Nacional de Población, Hogares y Viviendas 2022: Resultados definitivos.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004
Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103, 516–531. https://doi.org/10.1016/j.jecp.2009.03.009
LeFevre, J., Polyzoi, E., Skwarchuk, S., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), 55–70. https://doi.org/10.1080/09669761003693926
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 / Revue Canadienne Des Sciences Du Comportement, 41(2), 55–66. https://doi.org/10.1037/a0014532
León, D. de, Sánchez, I., Koleszar, V., Cervieri, I., & Maiche, A. (2021). Actividades numéricas en el hogar y desempeño matemático en niños preescolares. Revista Argentina de Ciencias del Comportamiento, 13(3), Article 3. https://doi.org/10.32348/1852.4206.v13.n3.19928
Li, C.-H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. https://doi.org/10.3758/s13428-015-0619-7
Li, S., Tang, Y., & Zheng, Y. (2023). How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1065978
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety. Psychological Science, 26(9), 1480–1488. https://doi.org/10.1177/0956797615592630
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004
McDonald. (1999). Test theory: A unified treatment. Mahwah, NJ: LEA.
McWayne, C. M., & Melzi, G. (2014). Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children. Journal of Family Psychology, 28(2), 260–266. https://doi.org/10.1037/a0036167
Missall, K., Hojnoski ,Robin L., Caskie ,Grace I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243
Mutaf-Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2020). Probing the Relationship Between Home Numeracy and Children’s Mathematical Skills: A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02074
Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Journal of Experimental Child Psychology, 166, 581–603. https://doi.org/10.1016/j.jecp.2017.10.002
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001
Niklas, F., & Schneider, W. (2014). Casting the die before the die is cast: The importance of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327–345. https://doi.org/10.1007/s10212-013-0201-6
Noguera, I., & Salsa, A. (2025). El Entorno Aritmético del Hogar de Niños y Niñas Argentinos de 3 y 4 Años. Psykhe. https://doi.org/10.7764/psykhe.2022.52761
Phillipson, S., & Phillipson, S. N. (2007). Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison. Educational Psychology, 27(3), 329–348. https://doi.org/10.1080/01443410601104130
Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647–658. https://doi.org/10.1016/j.jecp.2011.07.004
R Core Team (2024). R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing, Vienna, Austria. <https://www.R-project.org/>.
Rey-Guerra, C., Maldonado-Carreño, C., Ponguta, L. A., Nieto, A. M., & Yoshikawa, H. (2022). Family engagement in early learning opportunities at home and in early childhood education centers in Colombia. Early Childhood Research Quarterly, 58, 35–46. https://doi.org/10.1016/j.ecresq.2021.08.002
Revelle, W (2024). psych: Procedures for Psychological, Psychometric, and Personality Research. Northwestern University, Evanston, Illinois. R package version 2.4.12, https://CRAN.R-project.org/package=psych
Rodríguez Enríquez, C. R., Marzonetto, G., & Alonso, V. (2019). Organización social del cuidado en la Argentina. Estudios del Trabajo. Revista de la Asociación Argentina de Especialistas en Estudios del Trabajo (ASET), (58).
Rosseel Y (2012). “lavaan: An R Package for Structural Equation Modeling.” Journal of Statistical Software, 48(2), 1–36. doi:10.18637/jss.v048.i02.
Secretaría de Educación. (2024). Informe de resultados Aprender 2023: Nivel primario – 6° grado (Informe nacional). Subsecretaría de Información y Evaluación Educativa, Ministerio de Capital Humano. https://www.argentina.gob.ar/educacion/evaluacion/aprender.
Segers, E., Kleemans, T., & Verhoeven, L. (2015). Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills. Mathematical Thinking and Learning, 17, 219–236. https://doi.org/10.1080/10986065.2015.1016819
Skwarchuk, S.-L., Sowinski, C., & LeFevre, J.-A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84. https://doi.org/10.1016/j.jecp.2013.11.006
Susperreguy, M. I., Di Lonardo Burr, S., Xu, C., Douglas, H., & LeFevre, J. (2020). Children’s Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten. Child Development, 91(5), 1663–1680. https://doi.org/10.1111/cdev.13353
Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J.-A. (2020). Expanding the Home Numeracy Model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50, 16–28. https://doi.org/10.1016/j.ecresq.2018.06.010
Susperreguy, M. I., Jimenez, C., Xu, C., Lefevre, J.-A., Blanco, H., Benavides-Pando, E. V., & Ornelas, M. (2021). Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.626159
Susperreguy, M. I., Jiménez Lira, C., & LeFevre, J.-A. (2022). Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile. Education Sciences, 12(2), Article 2. https://doi.org/10.3390/educsci12020062
Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children’s 5th grade academic skills. Applied Developmental Science, 23(2), 153–169. https://doi.org/10.1080/10888691.2017.1345634
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yusoff, M. S. B. (2019a). ABC of Content Validation and Content Validity Index Calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6
Yusoff, M. S. B. (2019b). ABC of Response Process Validation and Face Validity Index Calculation. Education in Medicine Journal, 11(3), 55–61. https://doi.org/10.21315/eimj2019.11.3.6
Zhang, Z., & Yuan, K.-H. (2016). Robust coefficients alpha and omega and confidence intervals with outlying observations and missing data: Methods and software. Educational and Psychological Measurement, 76(3), 387–411. https://doi.org/10.1177/0013164415594658
