Best practices for designing and reporting caregiver training in early childhood mathematics interventions

Caregivers are essential to children's growth and development and are now being recognized as important stakeholders in academic interventions (e.g., mathematics). Although researchers are making strides to involve caregivers in implementing interventions, there is still work to be done to improve the overall study reporting related to the development and implementation of caregiver training. We developed a coding rubric based on the Division for Early Childhood (DEC; 2016) Recommended Practices and current literature to examine the quality of information reported about caregiver training across seven domains. In this systematic review, we identified 51 research studies (48 research articles) published between 1982 and 2023 that focused on early childhood mathematics interventions with the involvement of a caregiver. Overall, findings suggest that the identified studies could improve their reporting and/or practices in all domains of caregiver training (i.e., evidence-based training content, family partnerships, delivery, environment, cultural competence, materials, fidelity). We provide recommendations for future research teams to consider when developing, implementing, and reporting on caregiver training.