Early Home Influences on Math Learning in Young Children from Diverse Families

早期家庭对来自不同家庭的幼儿数学学习的影响

• 批准号: 10741668
• 负责人: Stephanie Michelle Reich
• 金额: $ 14.6万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10741668
• 关键词: Age; Age Months; Area; Black race; Books; Budgets; Caregivers; Characteristics; Child; Child Development; Child Rearing; Code; Cognition; Data; Disadvantaged; Discipline; Disparity; Education; Employment; Ethnic Origin; Exclusion; Exposure to; Family; Family Practice; Fathers; Frequencies; Funding; Future; Gender; Home; Household; ICAM1 gene; Income; Intervention; K-12 Education; Knowledge; Language; Latinx; Learning; Low income; Mathematics; Measurement; Mental Depression; Mental Health; Mothers; National Institute of Child Health and Human Development; Nursery Schools; Parent-Child Relations; Parents; Play; Prevalence; Procedures; Readiness; Reading; Research; Rest; School-Age Population; Schools; Stress; Surveys; Temperament; Testing; Time; Transcript; Translating; Variant; Work; Youth; bilingualism; college; comparative; early childhood; economic disparity; ethnic disparity; father child interaction; improved; infancy; kindergarten; mathematical learning; minority children; peer; racial disparity; racial diversity; skill acquisition; skills; success; treatment effect; verbal; video chat; vocalization

PROJECT SUMMARY Mathematics are essential skills for daily living as well as academic success and future employment. Yet in the U.S., economic, racial, and ethnic disparities exist in children’s math skills from school entry through K-12 education. One possible contributor to differences at the start of kindergarten could be differential verbal inputs about mathematics by parents – also known as “math talk.” Research, almost exclusively with mothers and in English, finds that math talk in early childhood contributes to math skills in preschool and kindergarten. However, little is known about math talk by fathers, math talk in Spanish or bilingual English-Spanish parent- child interactions, or combined caregiver math talk and their effect on math skill development. Capitalizing on the NICHD-funded Baby Books 2 project, a bilingual (English-Spanish) longitudinal parenting intervention for low-income, ethnically/racially diverse, first-time parents and their young child, we explore the prevalence and diversity of math talk in recorded mother-child and father-child play and reading interactions at 9, 18, 24 and 30 months. We compare, through observational coding and textual analysis of transcripts, the frequency, variety, and types of math talk that parents engage in with their very young children, in English and Spanish. We also assess how mothers’ and fathers’ math talk, independently and together, contribute to children’s math skills assessed at 38-46 months, after controlling for parental (e.g., nativity, education, mental health) and child (e.g., temperament, language skills) characteristics. This research will increase our understanding of early parental contributions to young children’s early math skills and, potentially identify the types of verbal inputs that are most supportive for low-income, minoritized children’s school readiness.

项目摘要 数学是日常生活以及学术成功和未来就业的基本技能。然而在 美国，从入学到K-12，儿童的数学技能存在经济、种族和民族差异 教育一个可能的贡献者差异在幼儿园开始可能是不同的口头 家长对数学的投入-也被称为“数学谈话”。研究，几乎只针对母亲 在英语中，发现幼儿期的数学对话有助于学前班和幼儿园的数学技能。 然而，很少有人知道父亲的数学谈话，西班牙语或双语英语-西班牙语父母的数学谈话， 儿童互动，或结合照顾者数学谈话及其对数学技能发展的影响。充分利用 NICHD资助的Baby Books 2项目是一项双语（英语-西班牙语）纵向育儿干预， 低收入，种族/种族多样化，第一次父母和他们的年幼的孩子，我们探讨了患病率和 在9岁、18岁、24岁和25岁时，记录的母子和父子游戏和阅读互动中数学对话的多样性， 30个月我们通过观察编码和文本分析的成绩单，频率比较， 多样性，和类型的数学谈话，父母从事与他们非常年幼的孩子，在英语和西班牙语。 我们还评估了母亲和父亲的数学对话，独立和一起，对孩子的数学有什么贡献 在38-46个月时评估的技能，在控制了父母（例如，出生，教育，心理健康）和 儿童（例如，气质、语言技能）特征。这项研究将增加我们对早期 父母对幼儿早期数学技能的贡献，并可能识别语言输入的类型 对低收入、少数民族儿童的入学准备最有帮助。