Several issues related to the development of mathematical ability remain unanswered. Project 5, in collaboration with the other projects in this proposal, will address several questions about early math development.
The aims of this project are to investigate the developmental trajectories of informal preschool math skills, their relation to math outcomes and math skills at school-age, and the cognitive competencies that underlie preschool math abilities. In addition, the project investigates relations between growth in math skills and the development of literacy, language, and social skills. Early math skills including counting knowledge and procedures, nonverbal and verbal problem solving involving addition and subtraction, conceptual math knowledge such as inversion, and geometric reasoning and measurement skills, are assessed during the preschool years in the context of an integrated preschool curriculum. These informal math skills and their underlying cognitive competencies will be related to math outcomes at the end of the pre-k year (Project 1 cohort), and to math outcomes and achievement in domains such as arithmetic fact retrieval, calculation principles and procedures, geometry, word problems, and measurement, at the end of kindergarten and grade 1. Relations between the development of informal mathematical skills and general cognitive competencies, including working memory, spatial ability, fine motor skill, and phonological skills will be tested. In relation to Projects 1 and 2, intervention-related effects on growth in informal mathematical skills and their related cognitive competencies will be examined. In relation to Projects 3 and 4, hypotheses relating the development of particular informal math skills to concurrently developing language and social skills will be tested. The approach is innovative in that it involves model-driven, longitudinal assessment of core informal mathematical skills and supporting cognitive competencies in young children in which relations to early literacy, language and social development can also be addressed.
| Merz, Emily C; Landry, Susan H; Zucker, Tricia A et al. (2016) Parenting Predictors of Delay Inhibition in Socioeconomically Disadvantaged Preschoolers. Infant Child Dev 25:371-390 |
| Lonigan, Christopher J; Phillips, Beth M; Clancy, Jeanine L et al. (2015) Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties. Child Dev 86:1773-93 |
| Merz, Emily C; Zucker, Tricia A; Landry, Susan H et al. (2015) Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. J Exp Child Psychol 132:14-31 |
| Merz, Emily C; Landry, Susan H; Williams, Jeffrey M et al. (2014) Associations Among Parental Education, Home Environment Quality, Effortful Control, and Preacademic Knowledge. J Appl Dev Psychol 35:304-315 |
| Eisenberg, Nancy; Duckworth, Angela L; Spinrad, Tracy L et al. (2014) Conscientiousness: origins in childhood? Dev Psychol 50:1331-49 |
| Landry, Susan H; Zucker, Tricia A; Taylor, Heather B et al. (2014) Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program. Dev Psychol 50:526-41 |
| Silva, Kassondra M; Spinrad, Tracy L; Eisenberg, Nancy et al. (2011) Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample. Early Educ Dev 22:434-460 |
| Eisenberg, Nancy; Eggum, Natalie D; Di Giunta, Laura (2010) Empathy-related Responding: Associations with Prosocial Behavior, Aggression, and Intergroup Relations. Soc Issues Policy Rev 4:143-180 |
| Eisenberg, Nancy; Valiente, Carlos; Eggum, Natalie D (2010) Self-Regulation and School Readiness. Early Educ Dev 21:681-698 |
| Eisenberg, Nancy; Valiente, Carlos; Sulik, Michael J (2009) How the study of regulation can inform the study of coping. New Dir Child Adolesc Dev 2009:75-86 |
Showing the most recent 10 out of 12 publications
