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.

项目概要 数学是日常生活、学业成功和未来就业的基本技能。 美国儿童从入学到 K-12 的数学技能都存在经济、种族和民族差异 教育。 幼儿园开始时造成差异的一个可能因素可能是言语差异。 父母对数学的投入——也称为“数学谈话”，几乎完全是与母亲一起进行的。 在英语中，发现幼儿时期的数学谈话有助于提高学前班和幼儿园的数学技能。 然而，人们对父亲的数学讲座、西班牙语的数学讲座或英西双语家长的数学讲座知之甚少。 儿童互动，或结合看护者数学讲座及其对数学技能发展的影响。 NICHD 资助的 Baby Books 2 项目是一项双语（英语-西班牙语）纵向育儿干预项目 低收入、民族/种族多样化、首次父母及其年幼的孩子，我们探讨了患病率和 9、18、24 点和 9 点、18 点、24 点记录的母子和父子游戏和阅读互动中数学谈话的多样性 我们通过观察编码和转录文本分析来比较频率， 父母用英语和西班牙语与年幼的孩子进行各种不同类型的数学讲座。 我们还评估了母亲和父亲独立和共同谈论数学如何对孩子的数学做出贡献 在控制父母因素（例如出生、教育、心理健康）和 这项研究将增加我们对早期儿童特征（例如气质、语言技能）的了解。 父母对幼儿早期数学技能的贡献，并可能确定口头输入的类型 最有利于低收入、少数民族儿童的入学准备。