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Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis
Eric Dearing1, Beth Casey2, Pamela E Davis-Kean3
1Applied Developmental Psychology, Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA.
Education Sciences
|January 29, 2024
Summary
Parents who engage in more number talk with young children show stronger links to higher family income and parent education. This research explores socioeconomic factors influencing early math conversations.
Area of Science:
- Developmental Psychology
- Socioeconomic Studies
- Early Childhood Education
Background:
- Parent-child interactions are crucial for early learning.
- Socioeconomic status (SES) can influence educational opportunities.
- The 'word gap' highlights disparities in early language exposure.
Purpose of the Study:
- To meta-analyze the relationship between parent number talk and family socioeconomic status.
- To explore how study characteristics, like child age, might affect these correlations.
- To discuss the practical implications for understanding early math development and SES.
Main Methods:
- Meta-analysis of data from 12 independent studies.
- Examination of correlations between parent number talk and parent education.
- Analysis of correlations between parent number talk and family income.
Main Results:
- Significant positive correlations were found between parent number talk and both parent education (r = 0.12) and family income (r = 0.14).
- Preliminary evidence suggests child age and SES variability may moderate these effect sizes.
- Effect sizes indicate a small but consistent positive association.
Conclusions:
- Parent number talk is positively associated with higher socioeconomic status.
- Findings contribute to understanding the role of SES in early numeracy development.
- Results inform discussions on early intervention and educational equity, considering family strengths.
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