Research Findings: Family-school partnerships can support young children's school readiness, especially during transitions, yet little is known about what information families value from educators and how well educators meet these preferences. Through qualitative methods, this study explores communication topics, resource needs, and developmental domains that parents value, as well as educators' communication practices in center-, home- and ministry-based pre-K programs. Iterative thematic analysis revealed that parents (n = 26, 50% Black, 34.6% White, 8% Hispanic; 50% with at least a Bachelor's degree) of 4- to 5-year-olds enrolled in Indiana pre-k programs preferred regular school-specific communication and sought resources to enhance the home environment and foster community connections. While parents generally valued academic learning, they particularly desired teachers' feedback on their children's behavioral and social-emotional development. Educators' (n = 28; 72% White, 14% Black, 7% Hispanic; 68% with at least a Bachelor's degree) practices were found to largely align with parents' communication preferences, although they tended to avoid challenging communications and less frequently emphasized supporting learning consistency between home and school. We found a few variations across program types. Practice or Policy: Findings underscore the value of family-centered communication in early childhood settings. Policies that emphasize developmentally focused communication may strengthen family-school partnerships.

This study examined whether a parent-informed family math resource increased family math engagement during informal activities. Between 2022 and 2023, dyads of parents and preschoolers (N = 70; 3-4 years; 57% girls; 80% White, 11% Asian American, 6% Black, 3% multiracial or another race; 7% Latine) in the United States were randomly assigned to a Math or Control condition. After viewing the math resource, Math condition dyads engaged in more math utterances and talked about a greater range of math concepts compared to Control dyads. Math parents also asked more questions that engaged children in math talk. These condition differences extended to a transfer activity, suggesting that co-developing resources with parent input may be a promising strategy for effectively enhancing family math engagement.

This study, involving 120 children (Mage = 4.25; SD = 0.83; 53% Female, 49% White, 23% multiracial, 16% Black, 9% Asian American, and 3% Latine) and their parents, examined parent talk constructs and their relation to children's early academic skills in 2021. Parents' talk was best represented as a three-factor structure (general, number, and mathematical language), suggesting that mathematical language use is distinct from general and number talk. Parent talk factors were related to children's numeracy skills but not their vocabulary or mathematical language knowledge. Children with higher numeracy skills had parents who used more general talk, children with lower numeracy skills had parents who used more mathematical language, but parent number talk was not related to children's numeracy skills.

Children from low-SES backgrounds face early challenges that affect their cognitive and regulatory skills, as well as their mathematics performance. Using data from a longitudinal study (N = 674, 48% female), both mathematical and non-mathematical skills are included in a latent profile analysis to distinguish early learning profiles of preschoolers from low-SES backgrounds. This approach highlights performance variability across skills that are critical for this population's math development. Six profiles emerged that were distinguished by differences in self-regulation and language, in addition to mathematics. Early profile differences were validated as profiles predicted distinct levels of mathematics achievement at the end of preschool and in kindergarten. Children's self- regulation and language distinguished different profiles, suggesting the importance of those skills in the development of mathematics for children from low-SES backgrounds. Implications for how we conceptualize the characteristics of mathematics learners from low-SES backgrounds and for instruction are discussed. Educational relevance: In this study, six groups of preschoolers from low-SES backgrounds were identified based on their performance on assessments of mathematical and non-mathematical skills. Differences in self-regulation observed across profiles, despite similar math performance, suggest that lower mathematics achievement may partly stem from difficulties engaging with curriculum and instructional practices. Educators should consider integrating executive function supports in their mathematics lessons to circumvent this barrier for early learners. The findings also indicate that mathematical language is distinct from general language ability, and instruction focusing on mathematical language could help address low achievement. Most notably, the results highlight the importance of considering the mathematics development of children from low-SES backgrounds within the broader context of related non-mathematical skills, particularly self-regulation and language, even as early as preschool.

Research shows that parent-child math activities in the home positively relate to children's math learning. Although there is evidence suggesting that the nature of parent guidance during these interactions is important for children's math learning, it is unclear how parents respond to preschoolers' errors and correct math statements and whether responses vary across activity contexts. We examined parents' responses to errors and correct statements during structured math activities with 49 dyads of parents and 4- and 5-year-olds. Dyads were assigned to either an Informal Learning condition (n = 25) or a Formal Learning condition (n = 24). We identified instances where children responded correctly or incorrectly to math prompts and coded parents' feedback based on the extent to which it supported children's autonomy and learning. Overall, parents most frequently responded in ways that encouraged children's continued math engagement and thinking (elaborative guidance). However, multiple regression analyses revealed that parents were more likely to not respond to errors during informal learning than during formal learning, and parents were more likely to give the correct answer following an error during formal learning compared with during informal learning. Parents in both conditions were equally likely to offer elaborative support following errors. Moreover, parents did not differ in their responses following children's correct statements across conditions. These findings suggest, irrespective of activity context, that parents can realize opportunities to effectively support preschoolers' math learning. Yet, given differences in parents' responses to errors, the findings have implications as to how we can tailor recommendations to promote high-quality parent-child math interactions. (c) 2024 Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

Parents can be instrumental in promoting young children's early mathematics and literacy skills. However, differences in parents' beliefs can influence their behavior during parent-child interactions. We examined how parental beliefs about the fixedness of children's math and reading abilities shape their interactions with their 4- and 5-year-old children during an educational activity. Parental beliefs about children's abilities were manipulated using "articles" indicating that academic ability is fixed in one domain (e.g., math) but malleable in another (e.g., reading). We then investigated differences in parental unconstructive (performance-oriented and controlling) and constructive (mastery-oriented and autonomy-supportive) involvement across conditions. We also examined whether parent behavior differed depending on the type of educational material parents were told the activity tapped into. The results showed that parents who were induced to have a fixed mindset about reading took full control of the reading activity more often than those who were induced to have a growth mindset about reading, but not math. Parents did not differ in constructive involvement between mindset induction conditions in either domain. We also found that parent autonomy behavior in math differed depending on parents' general theory of intelligence beliefs. Overall, we found some evidence that parents' beliefs about the malleability of their children's ability in a specific domain affected their behaviors in that domain.

Math achievement is one of the strongest predictors of academic success and career attainment. While research has focused on cognitive factors that relate to math achievement, a growing body of literature suggests that affective factors like math anxiety also relate to math achievement. The field of math anxiety has expanded to recognize that not only children's but also parents' math anxiety is related to math performance. Yet, specific mechanisms through which parents' math anxiety relates to children's math performance are not well explicated. In this article, we synthesize research on the relation between parents' math anxiety and children's math achievement, and then propose a comprehensive model (the Parent and Child Math Anxiety Network model) to demonstrate the likely pathways through which parents' math anxiety may affect children's math achievement.

With the aim of broadening our understanding of math engagement among families who are often underrepresented in research, the current study examined math engagement among 187 families with children aged 3-5 years old in two rural regions of the United States. Caregivers responded to open-ended questions regarding their preferred activities to engage in with their preschoolers and how they view math opportunities within the activities. Caregivers also responded to close-ended items regarding frequency of math activities and math attitudes. Coding of caregivers' open-ended responses revealed a heterogeneous range of family activities and perspectives regarding opportunities to engage in math. Correlations between open-ended and close-ended items revealed that open-ended items may tap into dimensions of family math engagement not captured by traditional close-ended inventories. Findings may help to inform future work aiming to create inclusive and accessible family math measures and interventions.

Young children's math learning opportunities in families appear to relate to long-term math achievement and attitudes. While there is growing interest in promoting families' support of children's math learning, existing family math models do not fully capture sources of variation in how families support early math learning. We propose an expanded conceptual framework incorporating macrosystem and mesosystem dimensions, along with developmental consider-ations, that may influence family math engagement and children's math learning. We use this framework to guide a systematic review on family math engagement from birth through early elementary school. Reviewing 194 articles from peer-reviewed journals, we asked three ques-tions: 1) How do different aspects of family engagement relate to math outcomes? 2) What ac-counts for variation in family math engagement? and 3) What evidence is there for effective intervention approaches to support family math engagement? Building on prior models, we identify five facets of family engagement associated with children's math learning, including math attitudes and expectations, math activities, math talk, the general home learning environ-ment, and school involvement. We also identified sociocultural differences in family math engagement linked to race, ethnicity, socioeconomic status, and gender. Finally, family math intervention studies showed some short-term, but limited long-term, benefits to math engagement and children's math learning. Our review also identified gaps in the family math engagement literature, particularly in understanding family math engagement across contexts and develop-ment. We use our expanded framework to propose future research considering sociocultural, community, and developmental dimensions of family math engagement.

The home is the first environment in which children's earliest learning and development takes place. Researchers have typically focused on the home literacy environment (HLE) to explain activities parents engage in that support children's literacy and language development. More recently, the home mathematics environment (HME) has gained more attention following the HLE. However, with more research emphasizing children's executive function (EF) skills for later academic success and encouraging science education for STEM (science, technology, engineering, and mathematics) occupations, two more domain-specific home learning environments have emerged: the HEFE (Home EF Environment) and the HSE (Home Science Environment). The focus of this chapter is on delineating the interconnectedness and distinctness of these four domain-specific home learning environments, their relatedness to child outcomes, and identifying important future directions. The chapter ends with future directions and recommendations for the field to continue working to conceptualize the home learning environment.

A limited body of work has examined the nature and scope of young children’s science-related activities outside of the school context; and thus, there is little understanding or consensus regarding what the home science environment is comprised of (i.e., interactions, activities, resources) and how specific factors of the home science environment relate to children’s science performance. The two primary goals of this study were to 1) examine the factor structure of home science interactions and 2) evaluate how these factors relate to the science core knowledge of young children from families with low incomes. Ninety-eight children (52 female) aged three to five years participated in the study. Approximately 61.42% of the children were White/Caucasian, 12.60% were Black/African American, 14.96% were Hispanic, and 11.02% were multiracial. Children were assessed on a measure of science core knowledge and parents completed a brief questionnaire on their home science interactions that included questions pertaining to both home science disciplinary core idea (DCI) engagement and home science and engineering practices (SEP) engagement. Findings revealed that although separating home science interactions into distinct DCI and SEP factors represented the data well, the best overall representation of home science interactions was a one-factor model including only home DCI engagement items. In addition, home DCI engagement was significantly predictive of children’s science core knowledge above and beyond a large group of covariates, including the child’s age, race/ethnicity, gender, and performance on math, executive function, and vocabulary tasks, as well as their parent’s education. The findings of this study ultimately demonstrate that families’ interactions about science core concepts are related to children’s science knowledge.

Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in parent-child interactions and both parent education and family income (i.e., r = 0.12 for education and 0.14 for income). Exploratory moderator analyses provided some preliminary evidence that child age, as well as the average level of and variability in socioeconomic status, may moderate effect sizes. The implications of these findings are discussed with special attention to interpreting the practical importance of the effect sizes in light of family strengths and debate surrounding "word gaps".

Shape puzzles offer opportunities for families to talk about geometric concepts, which supports early spatial reasoning. However, puzzle features (i.e., similarity of shapes) may influence the nature of parent-child talk about shapes (e.g., labeling shapes vs. elaborating on shape proper-ties). In this study, 128 dyads of parents and children (ages 30-47 months) completed both Typical and Highly Alignable (HA) shape puzzles. Compared to the HA puzzle, there was more shape labeling during the Typical puzzle; the HA puzzle elicited more elaborative shape talk (particularly comparing and contrasting shapes). Further, the HA puzzle elicited more elaborative shape talk when similar shapes were distributed on different rows rather than arranged side-by -side. Follow-up analyses found the HA puzzles were more difficult for children to complete. Findings suggest that including similar shapes and manipulating the arrangement of shapes may increase the difficulty of puzzles and elicit increased parent support and enhanced parent-child spatial language during puzzle play.

Numerical order and magnitude are important aspects of early number knowledge. We investigated children's understanding of relational vocabulary for representing and communicating about order (before/after) and magnitude (bigger/smaller, more/less). In Experiment 1, 4- to 7-yearold children compared symbolic numbers, non-symbolic discrete quantities, and continuous amounts using relational words (N = 151). In Experiment 2, 4- to 6-year-old children made yes/ no judgements of ordinal and magnitude relations between symbolic numbers (N = 60). Children showed lower performance with ordinal vocabulary compared to magnitude vocabulary (Experiment 1). Further, children were less likely to endorse the use of ordinal language for nonconsecutive numbers than consecutive numbers, but showed no difference for magnitude language (e.g., 6 and 7 are bigger than 5, but only 6 comes after 5; Experiment 2). These results suggest a divergence in children's understanding of magnitude and ordinal vocabulary, suggesting a dissociation between these two concepts and/or the language used to communicate about them.

Evidence from a growing body of observational and experimental studies indicates that parent math talk is a key input supporting early mathematical thinking. Very little research, however, has been dedicated to understanding parenting or family correlates of math talk. In the present study, we examined relations between parents? number talk and their management language (i.e., the extent to which parents were controlling versus autonomy granting). Management language is predictive of children?s executive functioning and, thereby, may also be relevant to math learning. During semi-structured play interactions with their young children (n = 49), parents who engaged in more number talk also used more autonomy supportive management language than did parents who engaged in less number talk, and this association was strongest once controlling for children?s number talk. Our findings also provided preliminary evidence of variations in this association by parent education level: number talk and management language were more strongly associated for parents with less than a 4 year college degree than for those with a bachelor?s degree or higher.

This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children's outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct - focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.

Previous research has demonstrated the contribution of parents' number language to children's own engagement with numbers and later mathematical achievement. Although there is evidence that both the quantity and complexity of parent number talk contribute to children's math learning, it is unclear whether different forms of parents' number talk-statements versus prompts-offer unique contributions to how children engage in math. We examined parent number talk among 50 dyads of parents and 2- to 4-year-olds during pretend play, coding parents' provisions of informative number statements and prompts inviting children to engage in number talk. The total amount (tokens) and diversity (types) of children's number words were analyzed separately. Parents' number utterances, particularly prompts about number, were infrequent. Both parents' number statements and their prompts were uniquely related to children's number word tokens. Only prompts were associated with children's number word types. Follow-up analyses indicated that prompts were associated with lengthier parent-child conversations about number than parent statements and that children used larger number words when responding to parent prompts than when they themselves initiated number talk. These findings highlight the importance of parents' prompts for enhancing the quality of parent-child math exchanges by providing opportunities for children to advance their current use of numerical language. Consequently, parents' use of number-related prompts may play an important role in children's early math engagement.

Young children are strongly encouraged to engage with math-related materials in early childhood classrooms; however, little is known about how preschoolers explore math during play with a peer. The current study examined 86 preschoolers' (Mage = 4 years, 5 months, SD = 7 months) math exploration during peer play, the characteristics and social participation of dyads associated with this exploration, and child-level factors in relation to their own and their play partner's math discovery. Math exploration was mostly nonverbal, focusing on spatial, pattern, and shape play; however, dyads who engaged in more cooperative play tended to explore more advanced math concepts and engage in more verbal math exploration. Dyadic analyses revealed that children's math knowledge contributed to their own and their play partner's nonverbal math exploration. Findings support the important contributions of peers to math exploration during play, and help us to better understand the nature of math-related play during early childhood.

This study examined parent-child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Parents rated the formal learning and guided play activities as equally supportive of math learning, but rated the guided play activity as more enjoyable than the formal learning activity. The findings have implications for how parents should be encouraged to support preschoolers' math learning.