Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement

Sonnenschein, Susan; Galindo, Claudia

doi:10.1080/00220671.2014.880394

Cited by 66 publications

(51 citation statements)

References 59 publications

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“…Racial/ethnic differences accounted for 25–50% of the gap in the children's school readiness scores. Similar findings have been documented by Sonnenschein and Galindo (), using the ECLS‐K dataset, Burchinal et al (), using data from the longitudinal National Institute of Child and Human Development‐Early Child Care Research Network (NICHD‐ECCRN) dataset, and Keels (), using data from the National Early Head Start Research and Evaluation Project. It is important to realize that some of the group‐based differences noted above may reflect income or educational differences.…”

Section: Racial/ethnic Differences In Parents' Beliefs and Activitiessupporting

confidence: 85%

“…Growing up in a cognitively stimulating environment has been shown to be related to children's reading and math skills (Burchinal et al, ; Crosnoe et al, ; Serpell et al, ; Sonnenschein & Galindo, ). For example, the frequency of reading age‐appropriate texts of different genres in preschool and early elementary school is significantly associated with reading skills in third grade for low‐ and middle‐income, Black and White children (Serpell et al, ).…”

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

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Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

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Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home‐based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study‐Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home‐based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home‐based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. Highlights This paper examined racial/ethnic difference in children's reading and math skills in kindergarten and explores whether parents' knowledge of children's development and home‐based activities mediate the relation between race/ethnicity and children's reading and math skills. By using data from the Early Childhood Longitudinal Study Birth Cohort, this study found that there were systematic racial/ethnic differences in parents' knowledge of children's development, home‐based activities, and children's reading and math skills at the start of kindergarten. Parents' knowledge of children's development and home‐based activities were found to mediate the association between race/ethnicity and children's reading and math skills for all groups.

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Section: Racial/ethnic Differences In Parents' Beliefs and Activitiessupporting

confidence: 85%

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

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“…Cabe destacar que por las características del estudio no tenemos certeza de la dirección de la relación; es decir, si una mayor implicación es la causante de un mayor rendimiento académico, mejores resultados académicos llevan a que el alumno se implique más o, ambas direcciones tienen un peso importante en esta relación (Sonnenschein & Galindo, 2015). Aunque en la literatura previa con población nativa se ha propuesto un modelo en el que se apunta por la primera dirección (Núñez et al, 2013).…”

Section: Discussionunclassified

Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo

Regueiro¹,

Fernández²,

Estévez³

et al. 2017

Rev. Psicol. Educ

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Resumen: Los deberes escolares son una de las prácticas educativas más extendidas en todo el mundo. Sin embargo, en literatura previa acerca de esta temática los datos aportados no tienen en cuenta algunas variables importantes y propias de nuestro tiempo, como es la multiculturalidad de las aulas. Así, una variable que podría resultar significativa en la relación entre realizar deberes y rendir en la escuela es el hecho de ser inmigrante o nativo. Por ello, el presente trabajo examina si la relación entre implicación escolar y rendimiento académico varía en función de ésta variable. La muestra se compone de 502 estudiantes (310 nativos y 192 inmigrantes) con edades comprendidas entre los 10 y 16 años participaron en el estudio. A través de la prueba t de Student para muestras independientes los resultados indican que existen diferencias estadísticamente significativas entre las dos poblaciones en la mayoría de las variables estudiadas, a favor del alumnado nativo. Se concluye, por tanto, que los estudiantes nativos aprovechan mejor el tiempo que dedican a la realización de los deberes escolares, llevan al colegio los deberes realizados con una mayor calidad, se benefician más de los mismos y, además, su rendimiento es mayor que los estudiantes inmigrantes.Palabras clave: Inmigrante, Deberes, Calidad de los deberes, Aprovechamiento del tiempo, Rendimiento académico. Homework and academic achievement: A comparative study between immigrant and native studentsAbstract: Homework is one of the greatest educational practices in the world. However, in previous literature about this subject the research contributed does not take into account some important variables, such as the multiculturality of classrooms. Thus, a variable that could be significant in the relationship between doing homework and academic achievement is the fact of being an immigrant or a native. Therefore, the present study examines whether the relationship between homework involvement and academic achievement varies according to this variable. To do this, 502 students (310 natives and 192 immigrants) aged between 10 and 16 participated in the study. Through the Student's t-test for independent samples the results indicate that there are statistically significant differences between the two populations in the majority of the variables studied, in favor of the native students. It is concluded, therefore, that the native students take better advantage of the time they dedicate to do homework, they take to homework realized with a higher quality, they benefit more of homework and, in addition, their academic achievement is better that immigrant students.

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“…Quantity-number-competencies predict later mathematical competencies beyond number words whilst phonological awareness does not (Krajewski and Schneider 2009). Children's mathematical competences differ considerably in kindergarten, which is also due to differences in the home learning environment (Anders et al 2012;Sonnenschein and Galindo 2015). In order to enhance opportunities for all children, regardless of their family background, kindergarten needs to foster mathematics intentionally (Grüssing and Peter-Koop 2008) and children need to be provided with learning opportunities which meet their diverse educational needs (Gasteiger 2015).…”

Section: Mathematical Competencies Mattermentioning

confidence: 99%

Learning through play – pedagogy and learning outcomes in early childhood mathematics

Vogt¹,

Hauser²,

Стеблер

et al. 2018

European Early Childhood Education Research Journal

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Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators' views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children's diverse needs.

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Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement

Cited by 66 publications

References 59 publications

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo

Learning through play – pedagogy and learning outcomes in early childhood mathematics

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