Early Math Readiness in Migrant Head Start: A Game-Based Approach

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Education, Schooling

Abstract

Abstract:

School Readiness in Florida has not improved significantly since the implementation of Universal Pre-Kindergarten in 2005. One area of special concern is early math readiness in the poorest populations in the state. In this study we document the implementation of a game-based, teacher taught approach to math readiness, and assess its effectiveness against a matched comparison group of children from a previous year. The implementation consisted of a different math game played with small groups of children during regular class time once a week for six months. The games focused on four distinct mathematical readiness skills; number naming, number equating, number writing, and number sequence. Four distinct types of games were introduced; board games, active games, card games, and activities. The curriculum was taught as a supplement to the existing math curriculum (in this case High Scope) not as a replacement. A coach demonstrated the games to the teachers who then were responsible for teaching the children. Seven classrooms of approximately 20 children each participated in the intervention. Seven teachers and seven teacher aides were involved with the teaching. The children were assessed at the beginning and the middle of the year on two standardized measures of early math readiness (post-tests were not done due to Covid 19 restrictions). The Florida VPK Assessment was given by the classroom teachers and the Number Knowledge Assessment (Case and Okamoto) was given by the investigators. In addition, an informal Number Writing Inventory, and a Number Count measure were used to assess added number competencies. In this paper we focus on the gains made by the children in the intervention group compared with a matched group of their peers from the previous year. Even though we were not able to complete the intervention and the final assessments, we were able to compare mid-tests of the intervention group with post-tests from the comparison group showing that even a partial implementation resulted in significant and meaningful gains across a number of different math readiness areas. The results from this study are used to discuss the importance of game-based early math interventions with economically disadvantaged children, even when receiving a high-quality early childhood education. We feel that this study demonstrates that it is not enough to have qualified teachers, a recognized math curriculum and a stimulating learning environment. In order to prepare economically disadvantage children to succeed in math. You also need devote more time to the subject, engage and challenge the children, give them opportunities to apply their learning, and create an environment where math is both encouraged and valued.

Group Authors

Charles Bleiker, Ph.D.
Maria Fernandez, Ph.D.
Elizabeth Forde, M.S.

Authors

• Charles Allen Bleiker, Florida International University
  Presenting Author

• Maria Fernandez, Florida International University
  Non-Presenting Author

• Elizabeth Forde, Florida International University
  Non-Presenting Author