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<p>Children vary widely in numerical knowledge before school entry, and these early differences predict later achievement. Although home numeracy experiences relate to young children’s skills, it remains unclear how early experiences shape neural systems supporting number processing at the start of formal schooling. Using fMRI, we measured brain activity during passive perception of digits (vs. letters) in 37 five-year-olds. Parents reported the frequency of home numeracy practices and engaged in a free play session allowing us to quantify number talk. Children showed digit-specific activity in the left intraparietal sulcus (IPS). Across families, higher home numeracy experiences were associated with lower digit-related activity in several regions, including the IPS, but with stronger functional connectivity between the left IPS and other regions. Our results suggest that home numeracy experiences may support early number-related brain networks by enhancing connectivity and reducing local processing demands, illustrating how home experiences influence the developing learning brain.</p>

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Home numeracy experiences are associated with number-related brain activity and connectivity in early childhood

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月3日

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  • Cléa Girard,
  • Léa Longo,
  • Hannah Chesnokova,
  • Justine Epinat-Duclos,
  • Jérôme Prado

摘要

Children vary widely in numerical knowledge before school entry, and these early differences predict later achievement. Although home numeracy experiences relate to young children’s skills, it remains unclear how early experiences shape neural systems supporting number processing at the start of formal schooling. Using fMRI, we measured brain activity during passive perception of digits (vs. letters) in 37 five-year-olds. Parents reported the frequency of home numeracy practices and engaged in a free play session allowing us to quantify number talk. Children showed digit-specific activity in the left intraparietal sulcus (IPS). Across families, higher home numeracy experiences were associated with lower digit-related activity in several regions, including the IPS, but with stronger functional connectivity between the left IPS and other regions. Our results suggest that home numeracy experiences may support early number-related brain networks by enhancing connectivity and reducing local processing demands, illustrating how home experiences influence the developing learning brain.