This study investigated the beliefs parents of preschoolers (N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.

这项研究调查了学龄前儿童的父母的信仰（N = 126），以促进他们的孩子的阅读和数学发展。这项研究使用了通过社交媒体发布的在线调查，以调查父母对孩子家庭阅读和数学参与的看法，父母对孩子阅读和数学发展的信心，以及他们从孩子那里获得和希望得到的信息。儿童老师。结果显示出三种模式：（1）父母将孩子的阅读优先于他们的数学发展；（2）报告的孩子参与此类活动的差异可能来自父母对如何培养孩子的数学技能缺乏信心；以及（3）几乎三分之二的父母希望从孩子的老师那里获得更多信息，通常是关于孩子的进度以及与孩子在家中进行的活动和应用程序。学龄前老师在支持家庭阅读和数学学习中发挥着重要作用。学龄前老师和家长需要在支持此类学习的家庭活动上进行合作。我们已经证明，即使是受过良好教育的父母也可能缺乏信心来支持幼儿的学业发展，尤其是在数学方面，因此教师向父母提供的支持至关重要。