Digital Media Use and Early Math Learning

项目摘要 近年来，数学技能的社会经济差距有所扩大，因为 处于收入分配高端的儿童比儿童成长得更快 中等或低收入家庭（Reardon，2011）。SES在数学技能方面的差距首先出现在 学前教育（Klibanoff，Levine，Huttenlocher，Vasilyeva，& Hedges，2006; Stipek & Ryan，1997） 并随着儿童在学校的进步而保持（国家经济局 Research，2005）。与SES相关的数学技能差异引起了政策制定者的关注， 教育工作者一样，因为他们有长期的成就和教育的影响 成年后的成就（邓肯等人，2007;里奇和贝茨，2013）。因此，迫切需要 我们需要在孩子们学习数学之前， 开始上幼儿园本研究的目的是描述驾驶的近端体验 幼儿期家庭环境中数学技能的社会经济差异。这 这项研究将使用社会经济学上的纵向、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，在家观察，调查和时间日记。首先，它将检查 家庭学习环境（HLE）和4岁和5岁的数学技能。二是会 描述SES在HLE中的差异及其对数学学习的影响。第三，本研究将 第一个测试一般和数学特定的家庭压力和家庭文化的途径， SES塑造了HLE和早期数学技能。拟议工作的结果将提供 对儿童早期数学中社会经济地位差异发展的批判性见解。通过 描述家庭学习环境对SES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 从心理学和社会学先前的工作中得出的明确定义的理论模型。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。 操纵干预和政策努力，以改善福祉的 在社会经济上处于不利地位的儿童。

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.