Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages

Tóth, Katalin; Sammons, Pam; Sylva, Κathy; Melhuish, Edward; Siraj, Iram; Taggart, Brenda

doi:10.1080/09243453.2019.1618348

Cited by 28 publications

(29 citation statements)

References 39 publications

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“…Further, we did not have a measure of the home language and communication environment during the primary school years, nor ongoing measures of SES. These factors have been shown to be influential beyond the early years, as family circumstances can change for many reasons (Jeynes, 2002;Toth et al, 2020). In addition to this, the sample size for the measurement of social adjustment at school entry was much lower than that for literacy skills.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Gibson

Newbury

Durkin

et al. 2020

Oxford Review of Education

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Section: Strengths and Limitationsmentioning

confidence: 99%

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Gibson

Newbury

Durkin

et al. 2020

Oxford Review of Education

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“…Concurrently, suboptimal home environment can adversely impact child development and behaviours (Grandjean & Landrigan, 2006; Shonkoff, Garner, Siegel, et al, 2012). Home learning environments have been serially evaluated and are found to be associated with the baseline home learning environment status (Toth et al, 2020) and can affect language and cognitive development in children (Rodriguez & Tamis‐LeMonda, 2011).…”

Section: Introductionmentioning

confidence: 99%

Home environment: Short‐term trends and predictors in early childhood from an Indian community birth cohort

Koshy

Karthikeyan

Bose

et al. 2021

Child

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Background Early childhood home environment is intricately linked to child development and later cognitive and academic skills. There is limited literature evaluating home environmental trends and predictors in the low‐ and middle‐income country settings. Aims Determine the trends of early childhood home environment changes between 6 and 36 months of age, and the factors associated with these changes. Study design Longitudinal community‐based birth cohort follow‐up study in a semi‐urban slum in Vellore, South India. Subjects Consecutive sampling of a birth cohort between March 2010 and February 2012. Outcome measures Home environment was objectively assessed using the ‘Home Observation for the Measurement of the Environment’ (HOME) scale. Predictors of change in the home environment over time also were analyzed. Multivariable linear regression models and linear mixed effect models were used to identify the factors associated with HOME score at individual time points and over‐a‐time period, respectively. Results The birth cohort enrolled 251 children with a follow‐up of 235, 228 and 218 children at 6, 24 and 36 months, respectively. The socio‐economic status (SES) was the single biggest predictor for the HOME score at each time point, with increasing strength over time. Maternal education predicted home environment at 24 months, while maternal depression was negatively associated at 6 and 24 months of age. SES and maternal factors contributed to the overall change in the HOME score. Maternal factors predicted relational home environmental change over time. Conclusion SES and maternal factors consistently predicted early childhood home environment at 6, 24 and 36 months of age and its change over time. It is important to support maternal education and wellbeing along with socio‐economic measures to optimize early childhood environment.

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“…Focusing on the first years of life, the family is seen as the most important learning environment ( Bornstein, 2002 ) and parenting behavior has been emphasized as particularly important for the development of children (e.g., NICHD Early Child Care Research Network, 2002a , b ). Further, research showed that the early home learning environment also predicts the quality of the later home learning environment ( Toth et al, 2020 ). According to the educational framework of the home learning environment (e.g., Kluczniok et al, 2013 ), structural characteristics such as parental education, occupation, and household income [as indicators of the socioeconomic status (SES) of the family] affect educational processes (e.g., quality of interaction behavior, joint activities).…”

Section: Introductionmentioning

confidence: 99%

What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years

Attig

Weinert

2020

Front. Psychol.

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It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment (HLE) has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (SES) of the family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study (NEPS), longitudinally assessed process characteristics (sensitivity in the sense of maternal responsivity to the child’s behavior and signals in mother–child interaction; maternal stimulation behavior which goes beyond the child’s actual level of action and development; frequency of joint picture book reading) and structural characteristics (mother’s education, equivalised household income, parental occupational status) were considered. Language skills (vocabulary and grammar) of the children at the age of two were measured by a standardized and validated parent report instrument (child language checklist). Results showed that (1) all three process characteristics of the home learning environment (HLE) are associated with the family’s SES; (2) across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; (3) despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and (4) socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment.

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Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages

Cited by 28 publications

References 39 publications

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Home environment: Short‐term trends and predictors in early childhood from an Indian community birth cohort

What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years

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