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就和未来就业的重要技能。但是在 从学校入学到K-12 教育。在幼儿园开始时差异的一个可能贡献者可能是差异的口头 父母关于数学的输入 - 也称为“数学谈话”。研究，几乎完全与母亲一起 在英语中，发现幼儿时期的数学谈话有助于学龄前和幼儿园的数学技能。 但是，关于父亲的数学谈话，以西班牙语或双语英语 - 西班牙父母的数学谈话知之甚少 - 儿童互动，或组合看护人数学谈话及其对数学技能发展的影响。大写 NICHD资助的婴儿书籍2项目，是双语（英语 - 西班牙语）纵向育儿干预措施 低收入，种族/种族多元化，初次父母和他们的孩子，我们探索流行率和 在记录的母子和父子游戏中，数学谈话的多样性在9、18、24和阅读互动 30个月。我们通过对成绩单的观察编码和文本分析来比较频率， 多样性和类型的数学谈话类型，父母与他们很小的孩子，英语和西班牙语。 我们还评估了母亲和父亲的数学演讲如何独立，共同为孩子们的数学做出了贡献 在控制父母（例如耶稣诞生，教育，心理健康）和 儿童（例如温度，语言技能）特征。这项研究将增加我们对早期的理解 父母对幼儿早期数学技能的贡献，并有可能确定口头意见的类型 这是低收入，少数儿童学校准备就绪的最大支持。