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.

项目概要 低收入父母的数学讲座对孩子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，包括上学困难和收入低等。 学习成绩与认知发展迟缓有关，包括数学（Duncan 等，2007）。 家庭环境的质量与家庭的社会经济地位（SES）密切相关，其中 来自较高社会经济地位背景的儿童比来自较低社会经济地位背景的儿童表现出更好的结果 （Klibanoff 等人，2006）迄今为止，研究人员主要关注的是沟通环境。 中产阶级家庭，尤其是母亲，大多对语言能力进行测试，我们了解较少。 父亲对孩子认知发展（尤其是低收入家庭）的沟通贡献 家庭（；Baker，2013；Pruden 等人，2011）。据我们所知，尚无将养育子女与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 父母的交流可能会促进孩子的数学发展，但没有记录 鉴于许多（但不是全部）低收入家庭提供的服务存在差异。 为他们的孩子提供支持性的环境，我们关注这个群体的差异而不是比较他们 了解该群体内的变异性以及机制。 在这种影响的基础上，可能会导致采取干预措施，增强国内已有的保护因素， 具体来说，我们要问的是：(1) 低收入的父亲和孩子如何降低入学风险。 (2) 父亲和母亲的数学谈话会因教育程度和孩子的不同而不同吗？ 心理因素？（3）24个月时父母的数学谈话与孩子自己的数学有什么关系？ 在控制背景因素的情况下，在学前班同时纵向培养技能？ 该提案的目的是深入研究低收入父子“数学谈话”的变化 为此，我们建议转录并应用编码方案来评估。 290 名低收入母亲和父亲样本中的父子和母子语言互动 让孩子更好地理解父母沟通的作用，特别是数学谈话，在早期儿童中的作用 数学发展数据来自国家 EHS 评估研究。 24 个月大时，对二人在家里的互动进行了录像，并进行了后续评估。 该提案直接涉及 NICHD 开展研究的新战略目标。 特别是解决经济和社会弱势儿童的入学准备技能。 研究将支持纵向和早期干预研究，以确定与 弱势儿童学业和学校功能的长期缺陷，以更好地磨练干预措施 从而带来更成功和持续的积极成果。