CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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Browsing CEDH - Contribuições em Revistas Científicas / Contribution to Journals by Author "Aguiar, Cecília"
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- Concurrent and longitudinal associations between parent math support in early childhood and math skills: a meta-analytic studyPublication . Ribeiro, Luísa A.; Donolato, Enrica; Aguiar, Cecília; Correia, Nadine; Zachrisson, HenrikThe aim of this study was to summarize evidence about the relations between parent math support in children aged 3–5 years (from several countries in America, Asia, and Europe) and concurrent and longitudinal math outcomes. The (bio)ecological model of human development guided our hypotheses. The design and reporting of this meta-analysis used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We screened 2,163 abstracts, from which 135 full-text studies were assessed for eligibility. Forty-five studies fulfilled our inclusion criteria and were retained (representing 244 effect sizes); 90 studies were discarded as they did not include preschool children or measures of both parent math support and children’s math skills. Meta-analysis using Correlated and Hierarchical Effect (CHE) models showed a significant positive association between parent math support and child math skills for both concurrent and longitudinal studies. On average, higher parent math support was associated with better math skills in children, albeit these being small effect sizes. We found non-significant or inconclusive moderator effects related to formal vs. informal parent math support, type of children’s math skills, participants’ characteristics (e.g., child age and child/parent gender), parent education, and study characteristics. There was a significant moderator effect of the specificity of parent math support, with global assessments showing higher correlations with math outcomes than specific assessments. The publication bias analysis showed small-study effects for longitudinal but not for concurrent studies. Conclusions are drawn regarding the importance of promoting parent math support and informing future intervention studies.
- Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overviewPublication . Aguiar, Cecília; Silva, Carla S.; Guerra, Rita; Rodrigues, Ricardo B.; Ribeiro, Luísa; Pastori, Giulia; Leseman, Paul; ISOTIS research teamWe analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children’s heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments.
- Early maternal spatial support for toddlers and math skills in second gradePublication . Ribeiro, Luisa A.; Casey, Beth; Dearing, Eric; Nordahl, Kristin Berg; Aguiar, Cecília; Zachrisson, HenrikThe aim of this study is to investigate whether maternal spatial support during two types of joint manipulative toy play tasks with 2-year-old children was longitudinally associated with math screening test scores in second grade. The interaction between spatial support and maternal education was explored as well. We also investigated predictions of a teacher rating of math performance at second grade, although these effects were less robust. Data were drawn from BONDS (The Behavior Outlook Norwegian Developmental Study), a longitudinal study of Norwegian children and their families. Participants were a subsample of 932 mothers and their 2-year-olds. Mothers were asked to help their children solve both a puzzle task and a shape-color sorting task. Mothers’ spatial support included spatial language, gestures, and placement of objects. Results showed that higher levels of spatial support during mother-child interaction tasks at 2 years of age was significantly associated with fewer math difficulties in second grade. This was the case for a puzzle task (a task associated with spatial visualization skills), but not for a shape-color sorting task (a task associated with shape and color feature discriminations). Conclusions are drawn with respect to the importance of identifying optimal parental spatial strategies associated with better math outcomes. These findings on parental facilitation of spatial skills during joint early play may be useful for future training interventions directed at parents of children at risk for poor math skills.