Generalizability of the effectiveness of a preschool mathematics intervention for low-socioeconomic status Turkish children

Karakuş H., Starkey P., Akman B.

Child Development, cilt.95, sa.3, ss.663-678, 2024 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 95 Sayı: 3
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1111/cdev.14028
  • Dergi Adı: Child Development
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, PASCAL, Periodicals Index Online, Applied Science & Technology Source, CAB Abstracts, Child Development & Adolescent Studies, CINAHL, Communication & Mass Media Index, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), Gender Studies Database, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, Violence & Abuse Abstracts, DIALNET
  • Sayfa Sayıları: ss.663-678
  • Hacettepe Üniversitesi Adresli: Evet

Özet

A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low-SES Turkish preschool children (33 boys, 27 girls; Mage = 4.32). Classrooms were randomly assigned to treatment (Pre-K Mathematics) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.