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The concept of identity has been used to interrogate a wide range of topics about children's learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an empirically grounded view of how identities are conceptualized in childhood across content areas and to consider the feasibility of a shared conception of content area identities. To do this, the review examines 66 articles on content area identities in early childhood and childhood (birth through Grade 5). Findings show diverse theories are used to examine content area identities in children and at the same time significant consensus in the underlying assumptions about what content area identities are and how they develop. These findings suggest that researchers move away from the current siloed approach to content area identity research and toward a more connected field of study. [ABSTRACT FROM AUTHOR]

The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children's caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children's math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments. [ABSTRACT FROM AUTHOR]