Lurie, Sivan
(2023)
Parental math engagement with preterm and full-term toddlers.
Undergraduate Thesis, University of Pittsburgh.
(Unpublished)
Abstract
Several studies suggest that children born prematurely disproportionately struggle in math later in life. Additionally, as early math skills at the start of school are strong predictors of later math and reading, a growing body of literature has examined how parental practices that support young children's learning of number concepts at home. This is referred to as the home numeracy environment. In this study, we explore differences in the home numeracy environment by comparing preterm and full-term toddlers. Additionally, we explore how birth status affects counting skills. A sample of 20 2-year-old toddlers and their parents completed a picture description task to assess the frequency of parents’ number talk with their children, a counting task for children, and a home numeracy questionnaire for parents. Interestingly, parents of preterm children used more number talk than parents of full-term children; however, parents of preterm children also reported participating in significantly fewer home math activities. Limited evidence of a significant difference between birth status (preterm or full-term) and child's counting skills was found. Overall, these findings illuminate the need to differentiate between different aspects of the home numeracy environment (namely, parental number talk and home math activities) and provide opportunities for future expansion involving answering questions about how parental beliefs about their child's ability may affect the type of engagement children receive.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
25 April 2023 |
| Date Type: |
Publication |
| Defense Date: |
14 April 2023 |
| Approval Date: |
25 April 2023 |
| Submission Date: |
21 April 2023 |
| Access Restriction: |
2 year -- Restrict access to University of Pittsburgh for a period of 2 years. |
| Number of Pages: |
48 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
David C. Frederick Honors College
Dietrich School of Arts and Sciences > Psychology |
| Degree: |
BPhil - Bachelor of Philosophy |
| Thesis Type: |
Undergraduate Thesis |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
developmental psychology, learning, math ability, parent math input, numeracy, home numeracy environment, toddlers, premature, preterm, parenting, math learning, number talk |
| Date Deposited: |
25 Apr 2023 18:05 |
| Last Modified: |
25 Apr 2023 18:05 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/44657 |
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[img]](http://d-scholarship.pitt.edu/style/images/fileicons/application_pdf.png)
![[feed]](/images/feed-icon-32x32.png){kind=icon}