TY - JOUR
T1 - Preschool Math Exposure in Private Center-Based Care and Low-SES Children’s Math Development
AU - Bachman, Heather J.
AU - Degol, Jessica L.
AU - Elliott, Leanne
AU - Scharphorn, Laura
AU - El Nokali, Nermeen E.
AU - Palmer, Kalani M.
N1 - Funding Information:
This research was supported by grants to Dr. Heather J. Bachman from the Spencer Foundation (Grant No. 200800190) as well as the Office of Research and the School of Education at the University of Pittsburgh. The content is solely our own responsibility and does not necessarily reflect the views of the funders.
Publisher Copyright:
© 2017 Taylor & Francis.
PY - 2018/4/3
Y1 - 2018/4/3
N2 - Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings.
AB - Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings.
UR - http://www.scopus.com/inward/record.url?scp=85037637843&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85037637843&partnerID=8YFLogxK
U2 - 10.1080/10409289.2017.1406245
DO - 10.1080/10409289.2017.1406245
M3 - Article
AN - SCOPUS:85037637843
VL - 29
SP - 417
EP - 434
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 3
ER -