Predicting individual differences in preschoolers' numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities.

Preschoolers' mathematics knowledge develops early and varies substantially. The current study focused on two ontogenetically early emerging cognitive skills that may be important predictors of later math skills (i.e.

Examining Profiles of U.S. Children's Screen Time and Associations with Academic Skills.

Children's screen time (ST) increased in recent years, but investigations of the content and context (e.g., parental presence, and device type) of ST in predicting early academic skills remains understudied.

Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills.

Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, M = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .

Unpacking the Home Numeracy Environment: Examining Dimensions of Number Activities in Early Childhood.

A growing body of research has examined parents' practices to support their young children's number learning at home, i.e., the home numeracy environment.

Exploring the role of "in the moment" and global caregiver and child factors in caregiver questioning during shared book viewing.

Questions of high (vs. low) cognitive demand (CD), which encourage children to engage in abstract or critical thinking (e.g.

Toddler home math environment: Triangulating multi-method assessments in a U.S. Sample.

Introduction: Current research has documented the home math environment (HME) of preschoolers and kindergarteners. Very few studies, however, have explored the number and spatial activities in which parents engage with children during their toddler years.

Methods: This study examined the HME of 157 toddlers using several methodologies, including surveys, time diaries, and observations of math talk.

Time spent playing predicts early reading and math skills through associations with self-regulation.

Children's play time has declined in recent decades, which could negatively impact early self-regulation-a vital component of school readiness. To date, studies have not fully explored how the time spent playing relates to children's self-regulatory skills, and in turn, their early reading and math competencies. Using data from time diaries and direct assessments of self-regulation, prereading, and math skills, this study examined how minutes spent playing at home predict these skills in a sample of 128 children followed from age four to five.

Self-regulation in toddlers and the emergence of pre-academic disparities.

A growing body of research has examined how children's self-regulation during early and middle childhood mediates SES disparities in academic achievement. Evidence suggests that these self-regulation skills begin developing even earlier, during the toddler years, but more work is needed examining how different measures of self-regulation relate to key constructs such as socioeconomic status (SES) and toddlers' pre-academic skills. In this online study, we examine multiple approaches to measuring self-regulation using confirmatory factor analyses and assess the extent to which self-regulatory skills help explain SES differences in early math and language skills among a sample of 158 two- and three-year-old children.

Associations among socioeconomic status and preschool-aged children's, number skills, and spatial skills: The role of executive function.

Extensive literature has documented socioeconomic status (SES) disparities in young children's standardized math achievement, which primarily reflect differences in basic number and arithmetic skills. In addition, growing evidence indicates that direct assessments of executive function (EF) both predict standardized math achievement and mediate SES differences in standardized math tests. However, early spatial skills and children's approximate number system (ANS) acuity, critical components of later math competence, have been largely absent in this past research.

Examining Relations Between Parental Feedback Types and Preschool-Aged Children's Academic Skills.

Prior research has shown associations between parent and teacher feedback and school-aged children's academic outcomes. Specifically, studies have demonstrated that positive feedback (i.e.

Measuring Emerging Number Knowledge in Toddlers.

Recent evidence suggests that infants and toddlers may recognize counting as numerically relevant long before they are able to count or understand the cardinal meaning of number words. The Give-N task, which asks children to produce sets of objects in different quantities, is commonly used to test children's cardinal number knowledge and understanding of exact number words but does not capture children's preliminary understanding of number words and is difficult to administer remotely. Here, we asked whether toddlers correctly map number words to the referred quantities in a two-alternative forced choice Point-to-X task (e.

What's in a question? Parents' question use in dyadic interactions and the relation to preschool-aged children's math abilities.

The cognitive complexity of adults' questions, particularly during shared book reading, supports children's developing language skills. Questions can be described as having low cognitive demand (CD; e.g.

Triangulating multi-method assessments of parental support for early math skills.

Past research has examined parental support for math during early childhood using parent-report surveys and observational measures of math talk. However, since most studies only present findings from one of these methods, the construct (parental support for early math) and the method are inextricably linked, and we know little about whether these methods provide similar or unique information about children's exposure to math concepts. This study directly addresses the mono-operation bias operating in past research by collecting and comparing multiple measures of support for number and spatial skills, including math talk during semi-structured observations of parent-child interactions, parent reports on a home math activities questionnaire, and time diaries.

Low-income mothers' patterns of partnership instability and adolescents' socioemotional well-being.

The present study investigated the association of family structure and maternal partnership instability patterns with adolescents' behavioral and emotional well-being among urban low-income families. Analyses employed data from the Three-City Study to track maternal partnerships over the youth's life span, linking longitudinal family structure and transition patterns to adolescent well-being (N = 2305). Families were classified into nine mutually exclusive longitudinal partnership groups based on current status at wave 3 (single, married, or cohabiting) and the longevity of that status: always (since adolescent's birth with no transitions), stable (lasting two years or more, preceded by transitions), or new (transpiring in the past 2 years).

Maternal relationship instability influences on children's emotional and behavioral functioning in low-income families.

The present study investigated associations between maternal relationship instability patterns and children's behavioral and emotional functioning in middle childhood in a representative sample of low-income urban families (N = 891). Data from the Three-City Study tracked maternal partnerships through the child's life, assessing total marital and cohabiting relationship transitions and delineating transitions by developmental timing, and by directionality (i.e.

Parent involvement and children's academic and social development in elementary school.

Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate children's trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among maternal and teacher reports of parent involvement and children's standardized achievement scores, social skills, and problem behaviors. Findings suggest that within-child improvements in parent involvement predict declines in problem behaviors and improvements in social skills but do not predict changes in achievement.

Is Maternal Marriage Beneficial for Low-Income Adolescents?

The present study investigated the association of mothers' marriage and changes in young adolescents' cognitive and socioemotional development and changes in family processes. Analyses employed longitudinal data from the Three-City Study to track maternal partnerships for 860 lowincome adolescents (10-14 years-old in Wave 1) across a 16 month period. No short-term benefits or risks emerged for youth when mothers entered marriage, with few changes in family or maternal functioning linked with marriage formation as well.

Maternal Welfare and Employment Experiences and Adolescent Well-Being: Do Mothers' Human Capital Characteristics Matter?

Using a representative sample of over 900 low-income urban families from the Three-City Study, analyses assessed whether maternal human capital characteristics moderate relationships between mothers' welfare and employment experiences and young adolescents' well-being. Results indicate synergistic effects whereby greater maternal education and literacy skills enhanced positive links between mothers' new or sustained employment and improvements in adolescent cognitive and psychosocial functioning. Greater human capital also enhanced the negative links between loss of maternal employment and adolescent functioning.