Funded by the ESRC, the project will explore how socioeconomic differences in early mathematical skills develop. The research focuses on the role of executive functions, verbal ability, and home mathematical activities as plausible mechanisms to explain socioeconomic differences in preschool age children’s mathematical skills.
Examining how socio-economic factors and cognitive skills interact in early life to predict foundational skills at school entry
Share:
Other projects
Enhancing Paediatric Integrated Community Care (EPiCC)
There is strong national support to expand Children and Young People’s (CYP) Hospital at Home (HaH) and Virtual Ward services, with RCPCH and the RCN highlighting the importance of ensuring...
Creating Active Schools (CAS): Embedding Sustainable Physical Activity through Systems Change
Over the past 5 years, Bradford based researchers have engaged in a coherent, staged body of work charting the design, implementation, evaluation, and system-level impact of Creating Active Schools. The...
Continuation: Youth Resilience Project
BiB researchers worked closely with 27 small community groups, sports groups, local activists, faith settings and schools, and young people from Barkerend neighbourhood in Bradford to coproduce a neighbourhood action...
Do you have a research idea or want to learn more about our work and how it could be implemented in your area?