Abstract
Background
Use of numerical and spatial language, also known as math talk, is critical to the development of foundational number and spatial skills in early childhood. However, caregivers and children of low socioeconomic status (SES) tend to use less math talk than their higher-SES peers.
Objective
The current efficacy study tested the hypothesis that quantity of math talk among low-SES caregivers and children is increased via a caregiver education curriculum aimed at improving caregivers’ language input to children.
Methods
Caregiver-child dyads (n = 37; children aged 17 to 36 months) participated in either the language input or a control intervention. Math talk (operationalized as number and spatial word tokens) was coded from video recordings of each dyad engaging in free play at three time points: baseline, post-intervention, and follow-up.
Results
The language input curriculum significantly increased caregivers’ amount of spatial talk and cildren’s amount of number and spatial talk for up to 4 months after the intervention.
Conclusions
A caregiver education intervention increased caregivers’ use of math talk, which resulted in higher math talk usage by their children. Further verification is needed through an adequately powered longitudinal randomized controlled trial.
Similar content being viewed by others
Availability of Data and Material
The data and materials for all experiments are available upon request from the corresponding author. The study was not preregistered.
Notes
Information on additional analyses controlling for overall speech as well as overall number and spatial tokens is available upon request.
References
Albro, E., Booth, J., Levine, S., & Massey, C. (2009). Making cognitive development research relevant in the classroom. In Cognitive Development Society Conference. Paper presented at 2009 Cognitive Development Society Conference, San Antonio, TX.
Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01
Bleses, D., Jensen, P., Slot, P., & Justice, L. (2020). Low-cost teacher-implemented intervention improves toddlers’ language and math skills. Early Childhood Research Quarterly, 53(4), 64–76. https://doi.org/10.1016/j.ecresq.2020.03.001
Cannon, J., Levine, S. C., & Huttenlocher, J. (2007). A system for analyzing children and caregivers’ language about space in structured and unstructured contexts. Spatial Intelligence and Learning Center (SILC) technical report
Christakis, D. A., Zimmerman, F. J., DiGiuseppe, D. L., & McCarty, C. A. (2004). Early television exposure and subsequent attentional problems in children. Pediatrics, 113(4), 708–713. https://doi.org/10.1542/peds.113.4.708
Clements, D. H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968–970. https://doi.org/10.1126/science.1204537
Dowker, A. (2005). Early identification and intervention for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 324–332. https://doi.org/10.1177/F00222194050380040801
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Gilkerson, J., & Richards, J. A. (2008). The power of talk: Impact of adult talk, conversational turns, and TV during the critical 0–4 years of child development (Technical Report LTR-01-2). Retrieved from: https://www.lena.org/wp-content/uploads/2016/07/LTR-01-2_PowerOfTalk.pdf.
Goldstein, H. (2011). Multilevel Statistical Models. John Wiley & Sons.
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental Science, 14(5), 1021–1032. https://doi.org/10.1111/j.1467-7687.2011.01050.x
Halekoh, U., & Højsgaard, S. (2014). A Kenward-Roger approximation and parametric bootstrap methods for tests in linear mixed models the R package pbkrtest. Journal of Statistical Software, 59(9), 1–32. https://doi.org/10.18637/jss.v059.i09
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Brookes Publishing.
Hojnoski, R. L., Columba, H. L., & Polignano, J. (2014). Embedding mathematical dialogue in parent-child shared book reading: A preliminary investigation. Early Education and Development, 25(4), 469–492. https://doi.org/10.1080/10409289.2013.810481
Jordan, N. C., Huttenlocher, J., & Levine, S. C. (1994). Assessing early arithmetic abilities: Effects of verbal and nonverbal response types on the calculation performance of middle- and low-income children. Learning and Individual Differences, 6(4), 413–432.
Jordan, N. C., Kaplan, D., Nabors Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153–175. https://doi.org/10.1111/j.1467-8624.2006.00862.x
Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15(1), 60–68. https://doi.org/10.1002/ddrr.46
Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16(1), 9–21. https://doi.org/10.1097/00001163-200301000-00003
Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children’s mathematical knowledge: The effect of teacher “math talk.” Developmental Psychology, 42(1), 59–69. https://doi.org/10.1037/0012-1649.42.1.59
Kong, N. Y., & Carta, J. J. (2013). Responsive interaction interventions for children with or at risk for developmental delays: A research synthesis. Topics in Early Childhood Special Education, 33(1), 4–17. https://doi.org/10.1177/0271121411426486
Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627–642. https://doi.org/10.1037/0012-1649.42.4.627
Levine, S. C., Gunderson, E. A., & Huttenlocher, J. (2011). Number development in context: Variations in home and school input during the preschool years. In N. L. Stein & S. W. Raudenbush (Eds.), Developmental cognitive science goes to school (pp. 189–202). Routledge.
Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46(5), 1309–1319. https://doi.org/10.1037/a0019671
Mix, K. S. (2008). Children’s equivalence judgements: Crossmapping effects. Cognitive Development, 23(1), 191–203. https://doi.org/10.1016/j.cogdev.2007.03.001
Mix, K. S., Huttenlocher, J., & Levine, S. (1996). Do preschool children recognize auditory-visual numerical correspondences? Child Development, 67(4), 1592–1608. https://doi.org/10.2307/1131720
Newcombe, N. S., & Frick, A. (2010). Early education for spatial intelligence: Why, what, and how. Mind, Brain, and Education, 4(3), 102–111. https://doi.org/10.1111/j.1751-228X.2010.01089.x
Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6), 1417–1430. https://doi.org/10.1111/j.1467-7687.2011.01088.x
Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10(1), 116–137. https://doi.org/10.1080/19345747.2016.1204639
Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36(1), 259–268. https://doi.org/10.1016/j.ecresq.2015.12.020
Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15–33. https://doi.org/10.1016/j.cogdev.2014.11.002
Ribeiro, L. F. R., Schmitt, M., Schütze, H., & Gurevych, I. (2020). Investigating pretrained language models for graph-to-text generation. Retrieved from https://arxiv.org/abs/2007.08426.
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. https://doi.org/10.1044/1058-0360(2011/10-0055)
Roberts, M. Y., & Kaiser, A. P. (2015). Early intervention for toddlers with language delays: A randomized controlled trial. Pediatrics, 135(4), 686–693. https://doi.org/10.1542/peds.2014-2134
Saxe, G. B., Guberman, S. R., & Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52(2), 162. https://doi.org/10.2307/1166071
Small, M. L. (2010). Unanticipated gains: Origins of network inequality in everyday life. Oxford University Press.
Sonnenschein, S., & Galindo, C. (2015). Race/ethnicity and early mathematics skills: Relations between home, classroom, and mathematics achievement. The Journal of Educational Research, 108(4), 261–277. https://doi.org/10.1080/00220671.2014.880394
Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99–120. https://doi.org/10.1016/j.ecresq.2004.01.002
Suskind, D., Leffel, K. R., Hernandez, M. W., Sapolich, S. G., Suskind, E., Kirkham, E., & Meehan, P. (2013). An exploratory study of ‘quantitative linguistic feedback’: Effect of LENA feedback on adult language production. Communication Disorders Quarterly, 34(4), 199–209. https://doi.org/10.1177/1525740112473146
Suskind, D. L., Leffel, K. R., Graf, E., Hernandez, M. W., Gunderson, E. A., Sapolich, S. G., & Levine, S. C. (2016). A parent-directed language intervention for children of low socio-economic status: A randomized controlled pilot study. Journal of Child Language, 43(2), 366–406. https://doi.org/10.1017/S0305000915000033
Susperreguy, M., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27(6), 841–857. https://doi.org/10.1080/10409289.2016.1148480
The Hanen Centre. (2011). The Hanen Centre: Helping you help children communicate. Retrieved from http://www.hanen.org/Home.asp
Vandermaas-Peeler, M., Ferretti, L., & Loving, S. (2011). Playing the ladybug game: Parent guidance of young children’s numeracy activities. Early Child Development and Care, 182(10), 1289–1307. https://doi.org/10.1080/03004430.2011.609617
VanVoorhis, C. R., & Morgan, B. L. (2007). Understanding power and rules of thumb for determining sample sizes. Tutorials in Quantitative Methods for Psychology, 3(2), 43–50. https://doi.org/10.20982/tqmp.03.2.p043
Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., & Chang, A. (2014). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematical skills. Child Development, 85(3), 1062–1076. https://doi.org/10.1111/cdev.12165
Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817–835. https://doi.org/10.1037/a0016127
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679–689.
Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), Center for Improvement of Early Reading Achievement, CIERA. On reading books to children: Parents and teachers (pp. 177–200). NY: Routledge.
Acknowledgements
We would like to thank the participating families for so generously allowing us into their homes and for devoting a significant amount of their time to this study. The ideas and opinions expressed herein are those of the authors alone, and endorsement by the authors’ Institutions is not intended and should not be inferred.
Funding
This work was supported by a Clinical and Translational Science Award [UL1 RR 024999, KL2 RR 025000] and by the Hemera Regnant Foundation. None of the funders or sponsors of this research had any role in the design and conduct of the study; collection, management, analysis, and interpretation of data; preparation, review, or approval of the manuscript; or decision to submit the manuscript for publication.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
None of the authors reported any financial or other conflicts of interest in relation to the work described.
Human and Animal Rights
The authors affirm having followed professional ethical guidelines in preparing this work. These guidelines include obtaining informed consent from human participants, maintaining ethical treatment and respect for the rights of human or animal participants, and ensuring the privacy of participants and their data, such as ensuring that individual participants cannot be identified in reported results or from publicly available original or archival data.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
He, S., Graf, E., Webber, R.J. et al. Assessing Efficacy and Benefit of a Behavioral Math Talk Intervention for Caregivers of Young Children. Child Youth Care Forum 51, 1155–1173 (2022). https://doi.org/10.1007/s10566-022-09671-3
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10566-022-09671-3