Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs

DeFlorio, Lydia; Beliakoff, Amber

doi:10.1080/10409289.2015.968239

Cited by 149 publications

(129 citation statements)

References 40 publications

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“…However, the evidence examining this pathway is puzzling. SES positively predicts informal math activities but not formal math activities , whereas associations between the home numeracy environment and children's achievement surface more consistently for formal math activities than for informal activities. In addition, parents’ attitudes and beliefs might also influence their decisions and their selection of activities for their children, as suggested by theories of academic socialization .…”

Section: Looking Aheadmentioning

confidence: 83%

“…Likewise, another study documented no relation between the home numeracy environment and a variety of numeracy skills among 3‐ to 5‐year‐olds. Other work detected significant associations between the range and frequency of math activities in the home and preschoolers’ math skills, but these associations were reduced to nonsignificance after accounting for socioeconomic status (SES) and parents’ expectations for their children's math learning .…”

Section: Associations Between the Home Numeracy Environment And Earlymentioning

confidence: 98%

“…These measures of heterogeneous activities are then averaged to predict children's numerical knowledge. Studies examining links between the home numeracy environment and children's early math skills have yielded inconsistent results, with several finding no relation between measures of the home numeracy environment and children's math skills (8,9), and others detecting positive associations (10,11). These mixed findings contrast with decades of research revealing robust links between the home literacy environment and early language skills (12).…”

Section: Composite Measures Of the Home Numeracy Environmentmentioning

confidence: 99%

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How Do Parents Foster Young Children's Math Skills?

Elliott

Bachman

2017

Child Dev Perspectives

104

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Identifying the factors that foster math learning during early childhood is crucial given strong associations between these early skills and later school success. Despite theoretical arguments that the home environment and parents’ practices could support children's math abilities, little research addresses this possibility, especially compared to the breadth of research addressing literacy practices in the home. In this article, we review the literature on how the home numeracy environment may relate to children's math skills and argue that more methodological rigor is needed in these measures. Specifically, we highlight potential alternative dimensions of parents’ math practices beyond the conventional distinction between formal and informal activities, and we discuss directions for investigation. We argue that improving measures of the home numeracy environment may help resolve the mixed pattern of findings in the literature and further support the development of math skills in early childhood.

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Section: Looking Aheadmentioning

confidence: 83%

Section: Associations Between the Home Numeracy Environment And Earlymentioning

confidence: 98%

Section: Composite Measures Of the Home Numeracy Environmentmentioning

confidence: 99%

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How Do Parents Foster Young Children's Math Skills?

Elliott

Bachman

2017

Child Dev Perspectives

104

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“…Ramani et al (2015), for example, found that parent-reported teaching activities contributed to the prediction of children's foundational mathematics knowledge but not advanced numerical knowledge. Similarly, DeFlorio and Beliakoff (2015) found that some HNE activities were related to children's mathematics performance, but others were not related. Finally, other studies have found that the HNE is not related to mathematics skills (Missall et al, 2015).…”

Section: Relations Between the Hne And Child Performancementioning

confidence: 97%

Age‐related differences in the relation between the home numeracy environment and numeracy skills

Thompson

Napoli

Purpura

2017

Infant and Child Development

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The home numeracy environment (HNE) is often predictive of children's early mathematics skills, though the findings are mixed. Overall, research on kindergarten‐aged children demonstrates a relation between the HNE and early numeracy skills, whereas findings for preschool‐aged children are more equivocal. One potential reason for equivocality of these findings is that previous studies have not accounted for the way different practices may relate to children's mathematics skills at different ages. The purpose of the present study was to explore a potential reason for discrepancies in findings of the relation between the HNE and mathematics skills in preschool. Reports of HNE practices were collected from parents of 184 preschool children (71 three year olds and 113 four year olds) and children were assessed on their numeracy skills. Parents of 4‐year‐olds engaged in HNE activities more frequently than parents of 3‐year‐olds. Furthermore, more advanced HNE activities were correlated with numeracy performance of older children, but more basic HNE activities were not correlated with numeracy performance of either age group after accounting for parental education. These findings suggest that nuanced approaches in the way the HNE is measured at different ages may be needed in order to accurately assess relations between developmentally appropriate HNE activities and children's outcomes. Highlights The relation between specific home numeracy environment practices and children's numeracy skills were compared across preschool aged children (3 and 4 years old). Complex home numeracy environment practices were related to numeracy skills of older children, but basic home numeracy environment practices were only related to numeracy skills with younger children until controlling for parental education. More targeted measurement of the home numeracy environment may be needed in order to fully assess its impact on the development of mathematics cognition.

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“…Indeed, considerable individual differences in maths abilities, evident by the age of 4, are related to socioeconomic status (Jordan, Huttenlocher, & Levine, 1992;Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006;Starkey, Klein, & Wakeley, 2004). Crucially, these discrepancies have been associated with differences in maths-related parent input and interaction with children at home (e.g., Blevins-Knabe & Musun-Miller, 1996;DeFlorio & Beliakoff, 2015). Much of the existing research investigating the relation between child-directed maths language and early maths understanding has been conducted specifically within the home learning environment, studying the quality and quantity of mathematical input from parent to child.…”

Section: How Does the Early Educational Environment Affect Maths Devementioning

confidence: 99%

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

Spreckelsen

Dove

Coolen

et al. 2019

Mind Brain and Education

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Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes.

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Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs

Cited by 149 publications

References 40 publications

How Do Parents Foster Young Children's Math Skills?

How Do Parents Foster Young Children's Math Skills?

Age‐related differences in the relation between the home numeracy environment and numeracy skills

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

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