Das Vorleseverhalten von Eltern mit Kindern in den ersten drei Lebensjahren in Zusammenhang mit familiärer Lernumwelt und Sprachentwicklung

Abstract

Zusammenfassung. Während die Bedeutung frühen Vorlesens für die weitere Entwicklung von Kindern bereits in vielen Forschungsarbeiten nachgewiesen wurde, fehlen aktuelle Daten zum Vorleseverhalten von Eltern mit Kindern unter 3 Jahren. Ziel der Studie war daher eine repräsentative Erhebung und deskriptive Beschreibung der Vorleselandschaft in Deutschland, von Familien mit Kindern im Alter von 3 bis 39 Monaten. In face-to-face Interviews mit Eltern ( N = 523) wurden Einstellungen zum Vorlesen, Vorlesebeginn und -häufigkeit, Home Literacy Environment (HLE), Angaben zum Sprachstand des Kindes und der demografische Hintergrund erfasst. Die Ergebnisse zeigen, dass 79.0 % ( n = 413) der Eltern ihrem Kind in den ersten drei Jahren vorlesen und im Durchschnitt damit beginnen, wenn das Kind 10 Monate alt ist ( M = 9.90, SD = 6.67). Vorlesende und nicht-vorlesende Eltern unterscheiden sich in dieser Stichprobe signifikant hinsichtlich ihres Bildungs- und Migrationshintergrunds, der Häufigkeit weiterer Alltagsaktivitäten mit ihrem Kind sowie in ihren Ansichten zum Einfluss des Vorlesens und Sprechens mit Kindern auf deren weitere Entwicklung. Es zeigen sich signifikante Zusammenhänge zwischen der HLE, der Vorlesehäufigkeit und dem Sprachstand des Kindes. Implikationen der Studie für die frühkindliche Leseförderung werden diskutiert.

The Home Learning Environment in the Digital Age—Associations Between Self-Reported “Analog” and “Digital” Home Learning Environment and Children’s Socio-Emotional and Academic Outcomes

“…The positive correlations between digital and analog HLEs in the toddler age group show that parents who actively involve their children in educational "analog" activities in this early phase of development do so with digital media, too. This finding aligns with previous research that showed that parents of children below the age of 3 years who read more often to their children also tended to show a greater frequency in various other activities, such as singing, playing with dolls, and doing crafts (Wirth et al, 2020b). We found that children's digital HLE activities rapidly increase with age.…”

“…Digital media are commonplace nowadays in families, and European children grow up in media-rich homes (Chaudron et al, 2015). As children's immediate caregivers usually interact with digital media daily, children consider digital devices as very important (Wirth et al, 2020b). Toddlers and preschoolers learn by observing their parents and by interacting with older siblings, and from an early age onward, they are in contact with a wide range of digital tools daily and imitate older family members' usage (Wong, 2015).…”

The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

“…Here, aspects such as the onset, frequency, and quality of shared reading which can be summarized as cultural praxis and the number of books at home as an indicator for cultural capital are specific predictors of children's linguistic and literacy outcomes (McElvany et al, 2009;Niklas, 2015). All these aspects are part of a global HLE construct (e.g., Cohrssen et al, 2016;Wirth et al, 2020). However, not much is known about the association of parental attitudes toward shared reading with the HLE, whether these attitudes should be integrated into a broader construct of the HLE or whether they should be treated as an independent variable, and about the association among attitudes, HLE, and children's linguistic outcomes.…”

“…The home learning environment is an important predictor for children's early and later competencies development (Melhuish et al, 2008;Niklas and Schneider, 2017a). Here, shared reading is an important aspect of the HLE and should start early in children's life and should be part of a regular routine in the family (Niklas et al, 2016a;Wirth et al, 2020). However, little work has focused on the role that parental literacy attitudes play in this context (Bingham, 2007;Skibbe et al, 2008).…”

Children's Competencies Development in the Home Learning Environment

“…Consequently, the HLE acts as a mediator between more distal family characteristics and child outcomes. Further, research indicates that the HLE may not only predict concurrent children's early literacy and numeracy competencies (e.g., Burghardt et al, 2020, Napoli and, but also later achievement in school (e.g., as well as more general cognitive abilities (e.g., Howard et al, 2017; and socio-emotional outcomes (e.g., Wirth et al, 2020). Despite the research on the HLE and the findings in recent years, we still do not know how best to operationalize the HLE, through which specific mechanisms the HLE impacts children's learning, and which facets of the HLE are the most important.…”