当前位置: X-MOL 学术Child Youth Care Forum › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Assessing Efficacy and Benefit of a Behavioral Math Talk Intervention for Caregivers of Young Children
Child & Youth Care forum ( IF 2.203 ) Pub Date : 2022-01-23 , DOI: 10.1007/s10566-022-09671-3
Sherry He 1 , Eileen Graf 2 , Robert J. Webber 3 , Kristin R. Leffel 4 , Elizabeth Suskind 5 , Dana Suskind 5 , Susan Levine 6
Affiliation  

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.



中文翻译:

评估行为数学谈话干预对幼儿照顾者的功效和益处

背景

使用数字和空间语言,也称为数学谈话,对于幼儿时期基础数字和空间技能的发展至关重要。然而,与社会经济地位较高的同龄人相比,照顾者和社会经济地位低 (SES) 的孩子倾向于使用更少的数学谈话。

客观的

目前的功效研究检验了以下假设:通过旨在改善照顾者对儿童的语言输入的照顾者教育课程,增加了低 SES 照顾者和儿童之间的数学谈话数量。

方法

看护儿童二人组(n  = 37;17 至 36 个月的儿童)参与语言输入或控制干预。数学谈话(可操作为数字和空间词标记)是根据在三个时间点参与自由游戏的每个 dyad 的视频记录编码的:基线、干预后和后续。

结果

语言输入课程在干预后长达 4 个月内显着增加了照顾者的空间谈话量和儿童的数量和空间谈话量。

结论

照顾者教育干预增加了照顾者对数学谈话的使用,这导致他们的孩子更多地使用数学谈话。需要通过充分有力的纵向随机对照试验进一步验证。

更新日期:2022-01-23
down
wechat
bug