Home learning environment and development of child competencies from kindergarten until the end of elementary school

Niklas, Frank; Schneider, Wolfgang

doi:10.1016/j.cedpsych.2017.03.006

Cited by 140 publications

(140 citation statements)

References 42 publications

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“…Indices of family socioeconomic status (SES), including parental education, income, and occupation, and aspects of the HLE (e.g., shared book reading, parental teaching) were typically used to describe the child's overall family context (Aikens & Barbarin, 2008;Inoue, Georgiou, Parrila, & Kirby, 2018;Niklas & Schneider, 2013). The general consensus is that favorable HLEs support children's literacy development throughout the years (Kluczniok, Lehrl, Kuger, & Rossbach, 2013;Niklas, Nguyen, Cloney, Tayler, & Adams, 2016;Niklas & Schneider, 2017;Park, 2008). Sénéchal et al (1998), in what was eventually described as the Home Literacy Model, distinguished between two types of HLE interactions: informal, wherein parent-child interactions involved print, but print itself was not the central focus (e.g., storybook reading, going to the library), and formal, wherein parent-child interactions focused on the teaching of reading and writing.…”

Section: Hle Across Countriesmentioning

confidence: 99%

Intergenerational transmission of literacy skills among Filipino families

Dulay

Cheung

McBride

2019

Developmental Science

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We examined the joint role of parental word reading skills and conventional home literacy environment measures among 320 Filipino low‐ to middle‐income families in Cebu City, Philippines with children aged 5–8 years old. A ranking of parent‐reported ratings of their frequency of engaging in home literacy activities and adult literacy practices revealed that book‐related behaviors were less frequently practiced relative to other behaviors, and mean ratings on the home literacy resources scale suggested a relatively print‐poor environment. Nevertheless, scale items about book reading and direct literacy instruction at home correlated with child's language and literacy skills. Structural equation modeling showed that parent's education and frequency of engaging in home literacy activities uniquely accounted for variance in child's oral language and print knowledge skills. In a second model, parent's word reading skills were significantly related to child's skills, but did not eliminate or attenuate influences from parent's education and home literacy activities. Results are important in relation to theories on the intergenerational transmission of literacy skills and the generalizability of findings from developed countries to developing country contexts.

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Section: Hle Across Countriesmentioning

confidence: 99%

Intergenerational transmission of literacy skills among Filipino families

Dulay

Cheung

McBride

2019

Developmental Science

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“… Hsin (2009) brought into consideration that the positive results of parents’ time with their children largely depend on their ability to provide cognitive stimulation and verbal engagement. Hence, shared everyday activities and experiences provided by parents (e.g., book reading, talking, music activities, helping with homework, and eating meals together) were significantly associated with measures of children’s vocabulary, broad reading scores, numeracy, self-regulation, prosocial skills, and externalizing behavior ( Fiorini and Keane, 2014 ; Hsin and Felfe, 2014 ; Raley, 2014 ; Williams et al, 2015 ; Fomby and Musick, 2017 ; Niklas and Schneider, 2017 ). Emphasizing the unique contributions of shared parent-child activities on child well-being, Katcher (2014) concluded that adolescents participating in parent-child activities showed lower levels of depression through a better quality of parent-child relationship.…”

Section: Introductionmentioning

confidence: 98%

Relations Among Maternal Life Satisfaction, Shared Activities, and Child Well-Being

et al. 2018

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Maternal well-being is assumed to be associated with well-being of individual family members, optimal parenting practices, and positive developmental outcomes for children. The objective of this study was to examine the interplay between maternal well-being, parent-child activities, and the well-being of 5- to 7-year-old children. In a sample of N = 291 mother-child dyads, maternal life satisfaction, the frequency of shared parent-child activities, as well as children’s self-regulation, prosocial behavior, and receptive vocabulary were assessed using several methods. Data were collected in a special study of the Socio-Economic Panel Study (SOEP), a representative longitudinal survey of private households in Germany. Using structural equation modeling, significant positive direct and indirect relations between maternal life satisfaction, frequency of shared parent-child activities, children’s self-regulation, prosocial behavior, and receptive vocabulary were found. The more satisfied the mother was, the more she shared activities with her child and the more the child acted prosocially. Furthermore, the higher the frequency of shared parent-child activities, the higher the child scored in all three analyzed indicators of children’s well-being: self-regulation, prosocial behavior, and receptive vocabulary. The current study supports the assumption of maternal well-being as the basis of positive parenting practices and child well-being.

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“…Some inconsistencies have been found in previously conducted studies. Some studies have found a positive effect of early numeracy activities at home on later mathematics achievement (Casey et al, 2018;Chiu, 2018;Galindo & Sonnenschein, 2015;Huang et al, 2017;LeFevre et al, 2009;Niklas & Schneider, 2017;Zhu & Chiu, 2019), while others have found a mixed or nonsignificant effect (Blevins-Knabe et al, 2000;Missall et al, 2015;Skwarchuk, 2009;Skwarchuk et al, 2014;Zhang et al, 2020). These inconsistent findings might be because previously conducted studies have not properly considered the effect of a student's background and examined small non-representative samples (Zhu & Chiu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examining the Effect of Students Early Numeracy Activities at Home on Later Mathematics Achievement via Early Numeracy Competencies and Self-Efficacy Beliefs

Hwang

2020

iejee

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Home learning environment and development of child competencies from kindergarten until the end of elementary school

Cited by 140 publications

References 42 publications

Intergenerational transmission of literacy skills among Filipino families

Intergenerational transmission of literacy skills among Filipino families

Relations Among Maternal Life Satisfaction, Shared Activities, and Child Well-Being

Examining the Effect of Students Early Numeracy Activities at Home on Later Mathematics Achievement via Early Numeracy Competencies and Self-Efficacy Beliefs

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