Home-based Predictors of Children’s Executive Function Skills
We used a nationally representative dataset to explore the relation between parents’ beliefs and practices, children’s executive function skills, and their early reading and math development.
Children’s Knowledge of How They Learn
This study investigated the utility of a questionnaire designed to tap children’s knowledge of their learning processes. Such learning processes, called, at times, approaches to learning or executive function skills, are related to children’s school performance. However, research has not looked at children’s knowledge of the role that their approaches to learning play. This study was designed to determine if: (1) the questionnaire we developed is understandable by children of the focal age group; (2) and whether children’s scores on an actual performance measure, tapping the skills in the questionnaire, are associated with children’s responses to the questionnaire.
Improving Children’s Math Skills Through Playing Board Games
We are examining whether playing certain board games improves children’s number concepts. Can sending home popular board games and asking parents to play these games with their children improve the children’s early math skills? Others have found it does when these games are played in the classroom. We are currently in the process of analyzing data from Head Start children from a large metropolitan area.
Parents’ Beliefs about How Children Learn Math
The overarching aim of this project was to document the role that the home plays in children’s math development. We interviewed parents to learn about what they believe is important for socializing their children’s math development. What is the frequency with which children engage in a variety of activities relevant for math acquisition? We conducted these interviews with low income parents of Head Start preschoolers, and with first-generation Chinese and Latino immigrant parents with children who are in preschool through first grade, and with others.
Children’s Understanding of the Purposes of Homework
We examined children’s beliefs about the purpose and utility of the homework that they receive from their teachers. We analyzed data collected from over 100 children.
Parents’ Knowledge of Developmental Milestones and Relations to Reading and Math Skills in Kindergarten
We used data from a national data set to test the relations between parents’ knowledge of early developmental milestones, the frequency of children’s engagement in reading and math-relevant activities, and children’s early reading and math development