This paper examines parents’ use of playful learning opportunities to socialize their children’s mathematics and literacy skills. It addresses parental cognitions: more specifically, beliefs, attitudes, expectations, and the frequency of children’s engagement in playful mathematics and literacy activities. An expanded version of the Language Learning and Math Achievement survey (LLAMA; LaFevre et al., 2010) was distributed via social media to US parents (N = 318) to determine the following: (1) Do parents’ cognitions differ for mathematics and literacy and/or for boys and girls? Are different facets of parents’ cognitions related? (2) Do parents’ socialization practices differ for mathematics and literacy and/or for boys and girls? (3) What is the relation between parents’ cognitions and practices? The results indicate that the US parents who participated in this study emphasized the importance of playful mathematics and literacy learning opportunities for their children. However, while parents were positive about mathematics and literacy, a clear preference for literacy activities was noted in the frequency of children’s engagement in activities, parents’ ratings of confidence to assist their children, and how they rated the importance of each domain.
