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The Associations Between Early Numeracy Environments and Young Children's Early Numeracy Skills
Principal Investigator: Keting Chen
Co-Principal Investigators: Julia Torquati, Amy Napoli
Funding Agency: Buffett Early Childhood Institute
Award Date: Jul 1, 2020
End Date: Jun 30, 2021
This study explores how the home numeracy environments and childcare numeracy environments are associated with preschool-aged children’s numeracy skills.
The project aims to answer three primary research questions:
- What factors in the home numeracy environments predict children’s numeracy skills?
- What factors in the childcare numeracy environments predict children’s numeracy skills?
- How do the home numeracy environments and childcare numeracy environments jointly contribute to children’s numeracy skills?
Participants will include approximately 120 typically developing preschool-aged children and their parents and teachers from various socioeconomic status. Parents and teachers report the frequency of numeracy activities and direct assessments of children’s numeracy skills, and video observations will be made of parent-child interactions during numeracy activities, which will be used to examine the home and childcare numeracy environments and their associations with children’s development of numeracy skills.
Findings will identify important aspects of early numeracy environments — e.g., parents’ and teachers’ knowledge about early math and frequency of numeracy activities — that associate with children’s development of numeracy skills. The findings may also help to determine ways to support parents and educators in their early numeracy practices.
Keting Chen, human sciences doctoral student in the Department of Child, Youth and Family Studies, is exploring how home and childcare environments affect preschool-aged children’s numeracy skills — the ability to understand and work with numbers.