The influence of low income mothers and fathers math talk on their children's early math development

低收入父母数学讲座对孩子早期数学发展的影响

• 批准号: 9813514
• 负责人: Natasha J Cabrera
• 金额: $ 7.24万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-14 至 2020-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9813514
• 关键词: Academic skills; Address; Adult; Age; Area; Characteristics; Child; Child Development; Child Language; Child Rearing; Code; Cognitive; Communication; Data; Data Analyses; Development; Disadvantaged; Documentation; Early Intervention; Economically Deprived Population; Education; Employment; Environment; Ethnic Origin; Evaluation; Evaluation Studies; Exhibits; Family; Fathers; Gender; Goals; Head Start Program; Heterogeneity; Home environment; Income; Individual Differences; Inequality; Intervention; Intervention Studies; Language; Lead; Linguistics; Link; Low income; Mathematics; Mother-Child Relations; Mothers; Moths; National Institute of Child Health and Human Development; Nursery Schools; Outcome; Parent-Child Relations; Parents; Pattern; Performance; Poverty; Psychological Factors; Race; Readiness; Research; Research Personnel; Research Support; Risk; Sampling; Scheme; Schools; Socioeconomic Status; Temperament; Time; Toddler; Variant; Videotape; Work; cognitive development; depressive symptoms; dyadic interaction; ethnic diversity; follow up assessment; low socioeconomic status; lower income families; parental influence; parental role; peer; protective factors; psychologic; skill acquisition; skills; social; supportive environment

PROJECT SUMMARY The influence of low-income mothers' and fathers' math talk on their children's early math development Children living in poverty are at risk for a host of negative outcomes, including difficulties in school and low academic performance related to delays in cognitive development, including math (Duncan et al., 2007). The quality of the home environment is strongly linked to the socioeconomic status (SES) of the family, where children from higher SES backgrounds exhibit better outcomes than children from lower SES backgrounds (Klibanoff, et al., 2006). To date, researchers have focused primarily on the communicative environments of middle class families, in particular mothers, and mostly on language skills. Consequently, we know less about the communicative contributions of fathers to their children's cognitive development, in particular low-income families (; Baker, 2013; Pruden et al., 2011). We know of no studies connecting parenting and math skills for low-income fathers and mothers and thus we know little about the potentially unique linguistic features of fathers' and mothers' communication that might promote children's math development, and no documentation of the heterogeneity in low-income families. Given that many, but not all, low-income families provide supportive environments for their children, we focus on the variability in this group rather than comparing them to white, middle-class families. Understanding the variability within this group, as well as mechanisms underlying such effects, can lead to interventions that augment protective factors already existing at home and reduce risk in low-income children at school entry. Specifically, we ask: (1) How do low-income fathers and mothers use math talk with their toddlers? (2) Do fathers' and mothers' math talk vary by education and psychological factors? (3) How do fathers' and mothers' math talk at 24 moths relate to children's own math skills concurrently and longitudinally, controlling for background factors, at pre-kindergarten? The purpose of this proposal is in-depth examination of the variation in “math talk” in low-income father-child and mother-child dyadic interactions. To this end, we propose to transcribe and apply a coding scheme to assess father-child and mother-child language interactions in a sample of 290 low-income mothers and fathers and their children to better understand the role of parental communication, in particular math talk, in early child math development. The data are drawn from the National EHS Evaluation study. Father- and mother-child dyads were videotaped interacting in the home at child age 24 months. Follow-up assessments were conducted with the children in Pre-K. This proposal directly addresses the new NICHD strategic goal to conduct research that addresses School Readiness Skills in Economically and Socially Disadvantaged Children. In particular, this research will support longitudinal and early intervention research to identify the mechanisms associated with long-term deficits in academic and school functioning of disadvantaged children to better hone interventions that result in more successful and sustained positive outcomes.

项目总结 低收入父母数学谈话对子女早期数学发展的影响 生活在贫困中的儿童面临着一系列负面后果的风险，包括学习困难和低收入 学习成绩与认知发展迟缓有关，包括数学(Duncan等人，2007年)。这个 家庭环境的质量与家庭的社会经济地位密切相关，其中 SES背景高的儿童比SES背景低的儿童表现出更好的结果 (Klibanoff等人，2006年)。到目前为止，研究人员主要集中在 中产阶级家庭，特别是母亲，主要是语言技能。因此，我们知道的更少 父亲对子女认知发展的沟通贡献，特别是低收入家庭 家庭(；贝克，2013年；普鲁登等人，2011年)。据我们所知，还没有将育儿能力和数学技能联系起来的研究 低收入的父亲和母亲，因此我们对潜在的独特语言特征知之甚少 父亲和母亲的沟通可能会促进孩子的数学发展，而且没有文件 低收入家庭的异质性。鉴于许多但不是所有的低收入家庭提供了 为他们的孩子提供支持性的环境，我们关注这一群体的变异性，而不是比较他们 白人中产阶级家庭。了解这一组内部的可变性以及机制 在这些影响的基础上，可以导致干预措施，以增强家庭和 降低低收入儿童入学的风险。具体地说，我们问：(1)低收入父亲和 妈妈们会和蹒跚学步的孩子谈论数学吗？(2)爸爸和妈妈的数学对话会因受教育程度和受教育程度的不同而不同吗 心理因素？(3)父亲和母亲在24个月大时的数学对话与孩子自己的数学有什么关系 在学龄前，同时和纵向地控制背景因素的技能？ 这项建议的目的是深入考察低收入父子在“数学谈话”方面的差异。 和母子二元互动。为此，我们建议转录并应用一种编码方案来评估 290名低收入父母的父子和母子语言互动研究 让他们的孩子更好地理解父母沟通的作用，特别是数学交流在早期儿童中的作用 数学发展。这些数据来自国家EHS评估研究。父亲和母亲-孩子 在孩子24个月大的时候，两人在家中互动的视频被拍摄下来。进行了跟踪评估 孩子们都在学前K。这项提议直接涉及开展研究的新的NICHD战略目标 这涉及到在经济和社会上处于不利地位的儿童的入学准备技能。特别是，这一点 研究将支持纵向和早期干预研究，以确定与 弱势儿童在学习和学校功能方面的长期缺陷，以更好地磨练干预 这将带来更成功和更持久的积极成果。