Gigliana Melzi, Paola Montúfar Soria, Verónica Mesalles
{"title":"Latine caregiver math talk across contexts and its relation to child math outcomes","authors":"Gigliana Melzi, Paola Montúfar Soria, Verónica Mesalles","doi":"10.1016/j.ecresq.2025.02.013","DOIUrl":null,"url":null,"abstract":"<div><div>Caregiver math talk is an important mechanism for young children's math learning. The present study examined the amount, content, and pragmatic intent of math talk used by U.S. Latine caregivers with low incomes and explored concurrent associations to child math outcomes. Seventy-three caregivers were asked to teach their preschool-aged children to set the table and share a wordless picture book. Caregivers produced and elicited more math talk in the household chore task compared to the book-sharing task. Caregiver math talk in the household chore task only was significantly and negatively related to math outcomes. Results point to the need to consider the contexts in which families engage in math learning and how caregivers construct math learning experiences for their children.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 133-142"},"PeriodicalIF":3.2000,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885200625000262","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Caregiver math talk is an important mechanism for young children's math learning. The present study examined the amount, content, and pragmatic intent of math talk used by U.S. Latine caregivers with low incomes and explored concurrent associations to child math outcomes. Seventy-three caregivers were asked to teach their preschool-aged children to set the table and share a wordless picture book. Caregivers produced and elicited more math talk in the household chore task compared to the book-sharing task. Caregiver math talk in the household chore task only was significantly and negatively related to math outcomes. Results point to the need to consider the contexts in which families engage in math learning and how caregivers construct math learning experiences for their children.
期刊介绍：
For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.
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