“We don’t have things for counting”: An exploration of early numeracy skills and home learning experiences of children growing up in poverty in South Africa

Journal article

This study employs a meta-analytic approach to assess the impact of numeracy on early childhood development. Analyzing 41 experimental studies, the research aggregates data to provide a precise estimate of numeracy's effect size, enhancing the generalizability of findings. A random-effects model was utilized due to the high heterogeneity among studies (I² = 91.32%), indicating significant variability across different geographical regions, sample sizes, and intervention durations. The results demonstrate a statistically significant positive effect of numeracy on early childhood abilities, with a coefficient estimate of 0.56834 (p < 0.001). Despite the strong evidence supporting early numeracy interventions, the study highlights the need for context-specific approaches to maximize effectiveness. The analysis also reveals the presence of publication bias, as indicated by funnel plot symmetry and a fail-safe N of 7,159, suggesting robust findings. Future research should address the observed variability and further explore the contextual factors influencing the success of early numeracy programs

Authors: Merkley, R; Sernoskie, E; Cook, CJ; Howard, SJ; Makaula, H

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: PsychOpen
• Journal: Journal of Numerical Cognition
• Volume: 9
• Issue: 2
• Pages: 268-284
• Publication date: 2023-07-31
• DOI: 10.5964/jnc.8061
• EISSN: 2363-8761
• ISSN: 2363-8761
• Language: English
• Keywords: Task (project management); Medical education; Numeracy; Economic growth; Medicine; Pedagogy; Psychology; Poverty; Developmental psychology; Child development; Literacy