Early Childhood Math Instruction as a Tool for Promoting Growth in Executive Functioning among Children from Economically Disadvantaged Backgrounds

• In Event: Unpacking the Complexities of Bi-Directional Associations between Executive Functions and Math

Abstract

Executive functioning (EF) is a critical component of school readiness (e.g., Claessens & Engel, 2013; Shaul & Schwartz, Romano et al., 2010). Consequently, income-based disparities in early EF (e.g., Hackman & Farrah, 2009; Noble, McCandliss, & Farah, 2007) place children from low-income families at a significant disadvantage in terms of later academic success. As such, it is important to identify aspects of the early childhood classroom environment that carry the potential to promote the development of EF prior to the start of formal schooling, particularly among children from economically-disadvantaged backgrounds. Recent evidence documenting bidirectional relations between EF and math suggests that math instruction in early childhood may be an effective tool for promoting growth in EF. However, no study has yet documented bidirectional associations between EF and math among children from low-income families - those for whom EF supports may be especially important. Further, few studies have empirically investigated the capacity for math instruction to promote growth in EF. As such, the current study aims to: 1) investigate whether prior reports of bidirectionality in the associations between EF and math replicate in a sample of children from low-income families and 2) investigate whether exposure to math instruction in early childhood promotes the development of EF skills.

To explore these questions, the current study uses longitudinal data collected on 704 children from low-income families from pre-k to the beginning of first grade as part of the School Experiences and Early Development (SEED) study. EF was assessed using the EF Touch in Pre-k and the NIH-Toolbox in kindergarten and first grade. Math was assessed using the Woodcock-Johnson Test of Applied Problems across all time points. Preliminary analyses involved a series of cross-lagged panel models to assess bidirectionality in the relation between EF and math from pre-k to first grade and to investigate the unique contribution of exposure to math instruction on EF outcomes.

Preliminary results revealed bidirectional associations in which early EF predicted later math and early math predicted later EF across all time points. These results are depicted in Figure 2. Additionally, we observed that the amount of time spent on math instruction in preschool was associated with increased EF by the beginning of kindergarten (ꞵ = 1.81, p < .05), and that exposure to math instruction in kindergarten was associated with increased EF by the end of kindergarten (ꞵ = 1.03, p < .01).

These findings replicate prior work documenting bidirectional associations between EF and math and are the first to document such relations specifically among students from low-income households. Further, these findings lend support to the hypothesis that math instruction in early childhood may be an important tool for supporting the development of EF skills prior to the start of formal schooling. Subsequent analyses will use latent growth curve modeling to more appropriately model the role of math instruction in EF development. Further, subsequent analyses will investigate whether the benefits of math instruction on EF development depend on the type of math instruction as well as child engagement.

Authors

• Jane Hutchison, Georgetown University
  Presenting Author

• Ian M Lyons, Georgetown University
  Non-Presenting Author

• Deborah A Phillips, Georgetown University
  Non-Presenting Author