Differential effects of home and preschool learning environments on early language development

Schmerse, Daniel; Anders, Yvonne; Flöter, Manja; Wieduwilt, Nadine; Roßbach, Hans-Günther; Tietze, Wolfgang

doi:10.1002/berj.3332

Cited by 27 publications

(24 citation statements)

References 38 publications

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“…Thus, children’s milestone development can to a high degree be assumed to be shaped by their learning environment. According to studies of language attainment, the quality of this learning environment has especially been investigated in the home [33–35], and the results emphasize quality of the parent-child interaction [34, 35], maternal responsiveness [36, 37], and appropriate play materials as important predictors [34, 35].…”

Section: Discussionmentioning

confidence: 99%

“…However, early developmental factors such as gestational age [27–29] and low birth weight [30–32] have also been found to be associated with later attainment of language milestones. For postnatal factors, focus has especially been on parental factors, including the home environment [33–35] and emphasizes maternal responsiveness [36, 37] as an important predictor of language development. Finally, there have been studies of developmental continuity showing that the timing of earlier motor developmental milestones may be a good predictor of the attainment of language milestones [3, 38].…”

Section: Introductionmentioning

confidence: 99%

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Predictors of early life milestones: Results from the Copenhagen Perinatal Cohort

2019

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BackgroundPre- and postnatal factors have been found to be predictors of age at attaining milestones in infancy; however, the degree to which such factors are predictors of milestones in the subsequent years is less investigated. The aim was to conduct a systematic evaluation of a broad range of possible predictors of milestone attainment during the second and third years to identify factors that explain significant inter-individual variance.MethodsMothers of 4009 children from the Copenhagen Perinatal Cohort (1959–61) were interviewed by a physician about 20 developmental milestones at a three-year examination. Milestones were related to: Language, Walking, Eating, Dressing, Social interaction, and Toilet training. Information on possible predictors was collected during pregnancy and at a 1- and 3-year follow-up.ResultsSeveral pre- and postnatal factors were significantly associated with the timing of milestone attainment; especially parental social status, paternal age, sex, gestational age, birth weight, birth length, weight increase in the first year of life, and motor development during the first year of life. The significant predictors explained 16.2% of the variance in the Overall mean of milestones and 20.3% of the variance in milestones related to Walking. The most influential individual factor for the timing of milestone attainment was previous motor development during the first year of life. Additionally, sex was an important factor as girls were generally faster at attaining milestones. Parental social status was a consistent, but relatively week predictor.ConclusionA notable amount of variance in the timing of milestones during the first three years of life can be explained by perinatal and early postnatal factors. The study provides evidence of developmental continuity as the main predictor of milestones in the second and third years was the speed of development during the first year.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Predictors of early life milestones: Results from the Copenhagen Perinatal Cohort

2019

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“…On the microsystem level, educational research has identified two environments that are related to children’s oral language development through shared reading: the HLE and the CCLE ( Sénéchal et al, 1996 ; Weigel et al, 2005 ; Ebert et al, 2013 ; Niklas and Schneider, 2013 ; Weinert and Ebert, 2013 ). Some studies found that the HLE is more closely related to oral language than the CCLE ( Ebert et al, 2013 ; Weinert and Ebert, 2013 ; Grolig et al, 2019 ), whereas other studies found that the influence of both literacy environments had a similar magnitude ( Weigel et al, 2005 ; Schmerse et al, 2018 ).…”

Section: Environments and Language Developmentmentioning

confidence: 99%

Shared Storybook Reading and Oral Language Development: A Bioecological Perspective

Grolig

2020

Front. Psychol.

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Shared reading research has become increasingly multidisciplinary and has incorporated a multitude of assessment methods. This calls for an interdisciplinary perspective on children's shared reading experiences at home and at the child care center and their relationships to oral language development. Here, we first discuss Bronfenbrenner's bioecological model of human development (Bronfenbrenner and Morris, 2006) regarding the relationship between shared storybook reading and oral language development. Second, we develop a framework for investigating effects of shared reading on language development in two important microsystems: the home literacy environment (HLE) and the child care literacy environment (CCLE). Zooming in on shared storybook reading as a proximal process that drives oral language development, we then develop a triad model of language learning through shared storybook reading that integrates approaches and evidence from educational psychology, developmental psychology, psycholinguistics, and corpus linguistics. Our model describes characteristics of children, adults, and books, and how their interplay influences shared reading activities. Third, we discuss implications for the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014) regarding the conceptualization of shared reading as an important source of oral language development. Finally, to facilitate integrated research designs that include the two most important microsystems, we provide a critical discussion of assessment methods used in research that investigates the HLE and the CCLE and relate them to the shared reading triad in our bioecological model of shared storybook reading. We conclude with directions for future research.

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“…A crucial issue in this regard is whether potential preschool quality effects on learning‐related behaviors are more important to children from disadvantaged socioeconomic backgrounds. Although a large body of research has documented the developmental importance of early teacher–child interactions for school readiness skills, it remains a topic of intense debate if the quality of early education is related to developmental outcomes differently for children with socioeconomic risk factors (e.g., Dearing, McCartney, & Taylor, 2009; Keys et al, 2013; Schmerse et al, 2018; Votruba‐Drzal, Coley, & Chase‐Lansdale, 2004). Thus far, research has examined differential effects of preschool quality for various outcomes including academic skills, social skills, and problem behaviors.…”

Section: Learning‐related Behavior and Academic Achievementmentioning

confidence: 99%

“…However, evidence that effects of higher preschool quality vary by academic or socioeconomic risk factors is mixed in the literature. While some studies (e.g., Dearing et al, 2009; Votruba‐Drzal et al, 2004) demonstrate compensatory effects, others have found that children from more advantaged home leaning environments profited more from high preschool quality (e.g., Anders et al, 2012; Schmerse et al, 2018). Recent meta‐analytic research on longitudinal correlational data revealed limited evidence to support the hypothesis that effects of preschool quality are moderated by children’s entry‐level skills or socioeconomic family characteristics (Keys et al, 2013).…”

Section: Learning‐related Behavior and Academic Achievementmentioning

confidence: 99%

Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

Schmerse

2020

Child Development

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This study investigates whether children's preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher-child interactions in preschool on second-grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low-SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors. Children's experiences in early childhood education (ECE) are foundational to later school success. There is ample evidence that the features of early teacherchild interactions contribute to the development of children's school readiness skills, in particular their early academic skills (Mashburn et al., 2008; NICHD Early Child Care Research Network, 2016; Sylva et al., 2006) and, to some degree, to their selfregulatory and executive functioning skills (Fuhs,

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Differential effects of home and preschool learning environments on early language development

Cited by 27 publications

References 38 publications

Predictors of early life milestones: Results from the Copenhagen Perinatal Cohort

Predictors of early life milestones: Results from the Copenhagen Perinatal Cohort

Shared Storybook Reading and Oral Language Development: A Bioecological Perspective

Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

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