Latino kindergarteners' math growth, approaches to learning, and home numeracy practices

Leyva, Diana; Yeomans-Maldonado, Gloria; Weiland, Christina; Shapiro, Anna

doi:10.1016/j.appdev.2022.101417

Cited by 10 publications

(4 citation statements)

References 54 publications

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“…Similarly, in a study of a subsample of a nationally representative sample, Latine parents' early math expectations related longitudinally to their children's kindergarten math scores (Sonnenschein & Galindo, 2015). Conversely, two concurrent studies (Kung et al., 2021; Missall et al., 2015) and two longitudinal studies (Cosso et al., 2022; Leyva et al., 2022) of either Latine families with low incomes or nationally representative samples found no relation between Latine caregivers' math practices and children's skills in preschool or kindergarten. The scant research on parent–child interactions suggests that caregivers' math support is concurrently related to children's math talk (Melzi et al., 2022; Mendelsohn et al., 2022), but not to children's math performance longitudinally (Leyva et al., 2017; Suh et al., 2019).…”

Section: Does Family Math Matter For Latine Children's Learning?mentioning

confidence: 98%

“…These child‐centered math activities also occurred moderately often; most Latine parents with low incomes (primarily urban, immigrant, and Spanish speaking) reported engaging in these activities at least twice a week. Common didactic practices include counting or sorting objects by size, helping children recite numbers in order, and naming shapes (Kung et al., 2021; Leyva et al., 2022; Sonnenschein et al., 2016). Similarly, in a study of families in Head Start, most of whom were English speaking or bilingual, the most common activities included playing counting games and board games, and playing with blocks (Cosso et al., 2022; Missall et al., 2015).…”

Section: What Do We Know About Latine Family Math Engagement?mentioning

confidence: 99%

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Family math engagement with young Latine children in the United States

Swirbul,

Melzi

2023

Child Dev Perspectives

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Young children's early math experiences are culturally situated, occurring in the context of everyday family interactions and routines. Yet, we know little about the math experiences in culturally and linguistically minoritized families, including those from Latine communities. In this article, we provide the first review of research on family math in the homes of young Latine children in the United States. We identify shared patterns and inconsistencies across studies on family math cognitions and math practices, and their relations with children's outcomes. We argue for the need to use a sociocultural lens to examine and understand family math, and offer recommendations that center families' experiences to generate foundational knowledge, capture within‐group variation, and use more flexible and culturally relevant measures.

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Section: Does Family Math Matter For Latine Children's Learning?mentioning

confidence: 98%

Section: What Do We Know About Latine Family Math Engagement?mentioning

confidence: 99%

Family math engagement with young Latine children in the United States

Swirbul,

Melzi

2023

Child Dev Perspectives

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“…The purpose of this study was to use a strength-based approach (García-Coll et al, 1996) to develop an HNE scale that properly captures Latine families’ engagement in relation to numeracy. The goal of a strength-based approach is to promote the knowledge and skills of ethnic and linguistically diverse families that are commonly invisible in research (e.g., García-Coll et al, 1996; Leyva et al, 2022). A mixed methods design was used to first understand the HNE of Latine families via semistructured interviews; based on qualitative analyses, items were developed to create a self-report scale (the HNE scale for Latine families [HNE-L]).…”

Section: The Hnementioning

confidence: 99%

The home numeracy environment of Latine families: A mixed methods measurement development study.

Cosso,

Purpura,

Yoshikawa

2024

Journal of Educational Psychology

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The home numeracy environment (HNE) is an essential factor to explain family engagement in relation to numeracy. Research in this field has mostly focused on English-speaking families and has not taken into consideration cultural differences that contextualize the home environment. Measuring HNE in more ethnically diverse samples might counter results that are biased from using a deficit perspective. Given the growth of the Latine population in the United States, there is a need to redefine family engagement in numeracy and update the HNE measures to increase their cultural relevance. This mixed methods study used a strengths-based framework to develop an HNE measure for Latine families. Fourteen Latine caregivers were interviewed (57% mothers) in the first study, and 216 Latine caregivers (63% mothers) participated in the second study, which examined the scale’s factor structure. The validation process included parent reports of their child’s numeracy skills (child Mage = 2.93 years, SD = 0.74). Three factors were identified (caregiver–child interactions, caregivers’ math anxiety, and math beliefs). The first and third factors were significantly associated with parental reports of their child’s numeracy skills.

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“…It has been shown that parents’ PSS can significantly influence parenting levels [ 4 ], parental emotions [ 5 ], and the HLE [ 6 ]. Early parental involvement, young children’s family characteristics, and the HLE created by parents all influence the development of the ATLs in young children [ 7 , 8 , 9 , 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

Parents’ Perceived Social Support and Children’s Approaches to Learning in Rural China: A Moderated Mediation Model

Yan

Ren

Lin

et al. 2022

IJERPH

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This study aimed to investigate the relationship between parents’ perceived social support (PSS) and young children’s approaches to learning (ATLs) in rural China, as well as the mediating effect of the home learning environment (HLE) and the moderating effect of parental negative emotions (PNE). Using the cluster random sampling method, 2714 kindergarteners (Mage = 52.99 months, SD = 10.28; 52.00% boys; 27.43% only child) were recruited from rural areas of eight provinces in China. With questionnaires, parents reported their PSS and PNE, HLE, and the children’s ATLs. The results indicated that: (1) parents’ PSS positively predicted children’s ATLs; (2) the HLE partially mediated the relationship between parents’ PSS and children’s ATLs; and (3) PNE moderated the relationship between parents’ PSS and children’s ATLs. Thus, the results supported a moderated mediation model on the relationship between parents’ PSS and young children’s ATLs, with the HLE as a mediator and the parents’ PSS as a moderator. These findings offer new avenues for intervening and supporting the development of young children’s ATLs.

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Latino kindergarteners' math growth, approaches to learning, and home numeracy practices

Cited by 10 publications

References 54 publications

Family math engagement with young Latine children in the United States

Family math engagement with young Latine children in the United States

The home numeracy environment of Latine families: A mixed methods measurement development study.

Parents’ Perceived Social Support and Children’s Approaches to Learning in Rural China: A Moderated Mediation Model

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