How Parents Support Young Children's Mathematical Thinking Across SES

家长如何支持幼儿在 SES 中的数学思维

• 批准号: 9913563
• 负责人: Melissa Libertus
• 金额: $ 61.57万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9913563
• 关键词: 4 year old; 5 year old; Achievement; Address; Adult; Age; Automobile Driving; Belief; Child; Child Behavior; Child Development; Child Rearing; Chiroptera; Data; Development; Economically Deprived Population; Economics; Educational process of instructing; Environmental Risk Factor; Etiology; Exposure to; Face; Family; Family Process; Growth; Home environment; Income; Income Distributions; Intervention; Investigation; Knowledge; Learning; Link; Literature; Mathematics; Measures; Mediating; National Institute of Child Health and Human Development; Nursery Schools; Parents; Pathway interactions; Personal Satisfaction; Policies; Policy Maker; Prevention program; Process; Psychology; Questionnaires; Readiness; Reporting; Research; Research Priority; Sampling; Schools; Shapes; Socioeconomic Status; Sociology; Stress; Surveys; Testing; Theoretical model; Thinking; Time; Variant; Work; cognitive ability; cohort; diaries; early childhood; educational atmosphere; experience; improved; insight; intervention program; kindergarten; low socioeconomic status; lower income families; mathematical ability; mathematical learning; novel; peer; psychologic; skills; socioeconomic disadvantage; socioeconomic disparity; socioeconomics

Project Summary Socioeconomic disparities in math skills have grown in recent years, as the math skills of children at the upper end of the income distribution have grown faster than those of children from middle- or low-income families (Reardon, 2011). SES gaps in math skills first emerge in preschool (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006; Stipek & Ryan, 1997) and are maintained as children progress through school (National Bureau of Economic Research, 2005). SES-related disparities in math skills are concerning to policy makers and educators alike because they have implications for long-term achievement and educational attainment in adulthood (Duncan et al. 2007; Ritchie & Bates, 2013). Thus, there is an urgent need to disentangle the mechanisms underlying SES disparities in math skills before children start kindergarten. This investigation aims to delineate the proximal experiences driving socioeconomic disparities in math skills in the home environment during early childhood. This study will address three aims using longitudinal, multimethod data on a socioeconomically diverse sample of 4-year-olds (N = 400) and their parents, including direct assessments, in-home observations, surveys, and time diaries. First it will examine associations between the home learning environment (HLE) and math skills at 4 and 5 years of age. Second, it will delineate SES disparities in HLE and their implications for math learning. Third, this study will be the first to test general and math-specific family stress and family culture as pathways through which SES shapes the HLE and early math skills. Results from the proposed work will offer critical insights into the development of SES disparities in math in early childhood. By delineating the importance of the home learning environment for SES disparities and how variations in family stress and family culture may be linked to SES, we will test and refine a clearly defined theoretical model derived from previous work in psychology and sociology. This knowledge will fill critical gaps in the extant literature and identify key targets for experimentally manipulated intervention and policy efforts which seek to improve the well-being of socioeconomically disadvantaged children.

项目概要 近年来，数学技能的社会经济差距不断扩大，因为人们的数学技能 收入分配上端儿童的成长速度快于其他儿童 来自中低收入家庭（Reardon，2011）。 SES 在数学技能方面的差距首先出现在 学前班（Klibanoff、Levine、Huttenlocher、Vasilyeva 和 Hedges，2006 年；Stipek 和 Ryan，1997 年） 并随着儿童在学校的进步而得到维持（国家经济局 研究，2005）。与社会经济地位相关的数学技能差异引起政策制定者和 教育工作者同样如此，因为它们对长期成就和教育具有影响 成年期的成就（Duncan et al. 2007；Ritchie & Bates，2013）。因此，有一个紧急的 需要在儿童之前理清社会经济地位在数学技能方面差异的潜在机制 开始上幼儿园。这项调查旨在描绘驾驶的近端体验 幼儿期家庭环境中数学技能的社会经济差异。这 研究将利用社会经济方面的纵向、多方法数据来解决三个目标 4 岁儿童 (N = 400) 及其父母的不同样本，包括直接评估、家庭观察、调查和时间日记。首先，它将检查之间的关联 4 岁和 5 岁时的家庭学习环境 (HLE) 和数学技能。其次，它会 描述 HLE 中的 SES 差异及其对数学学习的影响。三、本研究将 第一个测试一般和特定数学家庭压力和家庭文化作为途径 SES 塑造了 HLE 和早期数学技能。拟议工作的结果将提供 对幼儿期数学中社会经济地位差异发展的重要见解。经过 描述家庭学习环境对社会经济地位差异的重要性以及如何 家庭压力和家庭文化的变化可能与SES有关，我们将测试和完善一个 明确定义的理论模型源自心理学和社会学的先前工作。这 知识将填补现有文献中的关键空白，并确定实验的关键目标 旨在改善人民福祉的人为干预和政策努力 社会经济弱势儿童。