本研究观察并分析了两组4岁儿童在家庭日常生活中与父母的互动及所涉及的数的学习。组1儿童为书面数符号表征高分者，组2儿童为低分者。57对儿童—父母对子参加了研究。结果表明，本研究所观察到的儿童日常活动内容丰富多样；大概有三分之一的被试对子所从事的活动涉及到不同类型的阅读和数学学习活动，但这些活动大多由父母发起；儿童早期数学发展水平可能与家庭教育的如下因素有关：家庭日常生活中父母—儿童共同活动的内容与频次，高分组儿童的父母在家中可能更加注意发起或者更加成功地发起了阅读与数学学习活动；高分组父母在与儿童互动的某些策略的运用上可能更有利于儿童的数学学习；高分组的父亲在家中可能与孩子一起参与共同活动的时间更长；高分组父母之所以更加成功地发起了与阅读和数学学习有关的活动可能与儿童本身的因素有关。

　Two groups of Chinese 4-year-olds and their parents’ interaction in daily life at home was observed. The children in Group 1 were high scorers in written number skills and the children in Group 2 were low scorers. Fifty-seven dyads participated in the study. The results indicated: A wide variety of activities were observed; about one-third of the dyads participated in academic learning activities, which were mostly initiated by the parents; children’s number development may relate to several factors: the content and frequency of parent-child joint activities in daily life at home, the parents in the high score group were more likely or more successfully to initiate reading and mathematical activities; the parents in high score group were more likely to use some effective interactive strategies; the fathers in high score group were more likely to spent longer time in parent-child joint activities; and the reason that the parents in high score group initiated reading and number related activities more successfully may relate to children’ characteristics.