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Early math disparities linked to socioeconomic status (SES) and race/ethnicity emerge in preschoolers. This study examines specific early numeracy skills, working memory, and childcare to understand these gaps in young children.

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Educational Psychology

Background:

  • Socioeconomic (SES) and racial/ethnic disparities in math achievement are documented by kindergarten.
  • Early math skills predict future academic and career success.
  • Limited research explores these disparities in younger children's fundamental numerical skills.

Purpose of the Study:

  • Investigate sociodemographic variability in early numeracy skills (numerosity discrimination, rote counting, cardinal number word knowledge).
  • Examine if working memory and shared correlations explain relations between numerical skills and sociodemographic factors.
  • Determine if childcare attendance moderates early sociodemographic differences in numerical abilities.

Main Methods:

  • Collect data from approximately 1080 children aged 2.5-6.0 years across ~45 US sites.
  • Utilize measures of nonverbal numerosity discrimination, rote counting, and cardinal number word knowledge.
  • Gather demographic information and assess working memory and childcare attendance.

Main Results:

  • Disparities in specific early numeracy skills are expected across SES and racial/ethnic groups.
  • Working memory is hypothesized to mediate the relationship between sociodemographic factors and numerical skills.
  • Childcare attendance may influence the manifestation of these disparities.

Conclusions:

  • Findings will enhance understanding of early numerical skill variability.
  • Results will inform the development of inclusive educational practices for diverse learners.
  • Identifying specific skill deficits can lead to targeted interventions for at-risk children.