De Relatie Tussen Sociaal-Economische Status en de Voorbereidende Rekenvaardigheden bij Kleuters uit Groep Twee in Utrecht

Abstract

Objective: The aim of this study is to get a better understanding of the relation between early numeracy and socio-economic status (SES) of children at the end of kindergarten (mean age 5.9 years old). Different factors that can be influencing early numeracy where taken in to account, like education of parents and language spoken at home. SES can be determine by education parents, income, job of parents. This study was intend to look at the SES of the child and the SES of the neighborhood of school. SES of the neighborhood of school can be determine by SES of its residents and social Facilities Method: To determine the level of early numeracy of 95 children (50 Boys and 45 girls, 48 children from a school in a high SES neighborhood), they took the Utrecht Early Numeracy Test and researchers obtained information about Cito-math. To determine the relation between SES and the test results and possible other factors related to the results information about, education of the father and the mother, language spoken at home was obtained. Results: The children at schools in a high SES neighborhood scored significant higher on both Utrecht Early Numeracy Test and Cito-Math. In the models for parent education and language spoken at home only SES related to this results. The correlations between Utrecht Early Numeracy Test and Cito-math were mainly significant and the same for children at schools in a high SES neighborhood and children at schools in a low SES neighborhood. Conclusions: The results show that children at a school in a low SES neighborhood start their school career with a setback regarding their math ability’s. With this knowledge schools can create interventions in kindergarten so the chances for these children of success in math education will grow.