Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children

Autor/inn/en	Harvey, Hattie A.; Miller, Gloria E.
Titel	Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children
Quelle	In: Early Education and Development, 28 (2017) 3, S.290-307 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1218728
Schlagwörter	Executive Function; Disadvantaged Youth; Preschool Education; Vocabulary Development; Mathematics Tests; Spatial Ability; Numeracy; Mathematics Skills; Spanish; English; Native Language; Receptive Language; Bilingualism; Regression (Statistics); Language Role; Scaffolding (Teaching Technique); Low Income; Intelligence Tests; Verbal Ability; Children; Multivariate Analysis; Statistical Analysis; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Wortschatzarbeit; Räumliches Vorstellungsvermögen; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Spanisch; English language; Englisch; Rezeptive Kommunikationsfähigkeit; Bilingualismus; Regression; Regressionsanalyse; Niedriglohn; Intelligence test; Intelligenztest; Mündliche Leistung; Child; Kind; Kinder; Multivariate Analyse; Statistische Analyse
Abstract	Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish speakers were assessed for these executive function skills as well as their receptive vocabulary skills and early mathematical abilities using the Child Math Assessment (Starkey, Klein, & Wakeley, 2004), which captures an array of skills across 4 domains. Hierarchal regression analyses revealed that inhibitory control and working memory made unique contributions to children's early mathematical abilities in the domains of numeracy, arithmetic, spatial/geometric reasoning, and patterning/logical relations after we controlled for age, receptive vocabulary, and previous Head Start experience. Furthermore, receptive vocabulary also accounted for significant variance in children's early mathematical abilities above and beyond executive function skills. No group differences emerged between English-only and dual language learners on the fit of the regression models. Practice or Policy: These findings extend previous research highlighting the interface of executive function skills and mathematical learning in early childhood with further evidence to support this relationship beyond early numeracy and counting using a broad measure of critical early math skills. In addition, the intricate role of language in the development of early mathematical competence is considered. Implications of these findings for scaffolding executive function skills and vocabulary within prekindergarten math curricula are discussed, with particular consideration for children from low socioeconomic backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01