How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities

Junge, Katharina; Schmerse, Daniel; Lankes, Eva-Maria; Carstensen, Claus H.; Steffensky, Mirjam

doi:10.1016/j.ecresq.2021.04.004

Cited by 34 publications

(24 citation statements)

References 84 publications

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“…Mother is the first place for a child to interact and socialize, mother and family are important factors in the development of preschool children. The role of parents in child development is to acquire language skills, introduce the environment, instill cultural values and existing norms [15].…”

Section: Discussionmentioning

confidence: 99%

The Relationship of Mother's Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic

Suhariati¹,

Nofalia²

2022

Babali Nurs. Res.

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Introduction: Most parents or mothers do not understand about educational game tools, even many of them buy beautiful and interesting game tools but they do not think what to do with these game tools. In this case, if children are left in this condition, in the end this can actually be counterproductive to the purpose of education itself and interfere the growth process of preschool age children (4-6 years). The purpose of this study is to know the relationship of mother’s knowledge with the selection of educational game tools among preschool age children during the COVID-19 pandemic. Methods: The design of this study used cross-sectional analysis with a population of all mothers who have preschool children at Al Husna Tembelang Islamic Kindergarten, Jombang with a sample of 40 people using simple random sampling technique. The data was collected through a questionnaire, then to determine the relationship between the two variables, the Spearman Rank statistical test was carried out with a significance level of = 0.05. Results: The results showed that most of the mothers had good knowledge of 52.6% while the selection of educational game tools was 50% according to the age of the children. Based on the results of the Spearman Rank correlation test, the value of < or 0.000 < 0.05. Conclusion: The conclusion of this study there is a relationship between mother's knowledge and the selection of educational game tools for preschool age children during the COVID-19 pandemic at Al Husna Tembelang Islamic Kindergarten, Jombang.

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Section: Discussionmentioning

confidence: 99%

The Relationship of Mother's Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic

Suhariati¹,

Nofalia²

2022

Babali Nurs. Res.

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“…There are also limited studies focusing on how parents socialize their children's science development at home. However, recent research has indicated that parents who are interested in science are more likely to engage in science learning at home with their children [41]. The authors of the aforementioned study also reported that parents with higher levels of education and income are more likely to engage in science-based activities with their children.…”

Section: Sciencementioning

confidence: 96%

Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

2022

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It is well accepted that the home learning environment impacts school performance; however, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (N = 177) of elementary students about the home learning environment. Our research questions addressed (1) the amount of time children spend on mathematics, reading, written language, and science at home, and differences by subject and/or grade; (2) parental beliefs about the importance of engaging in home learning activities in each of the four subjects; (3) parental confidence in supporting each of the four academic subjects; (4) parental and child enjoyment of the four academic subjects; and (5) who (parents, child, or teacher) initiated home learning activities in the different subject areas. The results indicated that elementary school-age children were engaged in reading, mathematics, science, and written language activities at home; however, the most time was spent on reading activities. Parents reported viewing engagement and assistance with academically related activities at home as important; however, they were more confident assisting with reading and written language than mathematics or science. Strong associations were noted between parental enjoyment of a subject and their confidence in assisting their child. Overall, teachers initiated more activities for older children and were more likely to initiate mathematics activities. When children initiated an activity, it was typically reading related.

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“…One recent study demonstrated that preschool aged children who were exposed to science interactions and learning opportunities in the home, including both science content and engineering practice, demonstrated higher levels of science core knowledge (Westerberg et al, 2022). Similarly, Junge et al (2021) found that parental engagement in science-related activities is associated with preschool children's science knowledge. Engagement in these science activities fully mediated the relationship between parental level of education, parents' interest in science, and home language on child's science knowledge, controlling for children's overall cognitive abilities and gender.…”

Section: Role Of Caregivers In Young Children's Math and Science Lear...mentioning

confidence: 99%

Promoting caregiver involvement at the public library: An evaluation of a math and science storytime program for young children

et al. 2022

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IntroductionPublic libraries are asset institutions that provide important spaces for families to engage in meaningful, authentic STEM learning. However, limited budgets and a model centered on open-access and broad inclusion makes conducting rigorous evaluations in these spaces, such as randomized control trials, challenging. There is a need to consider evaluation designs that consider both rigor and feasibility. The aims of the present study were to: (1) describe an innovative interactive parent–child interactive storytime program, Fun with Math and Science (FMS); and (2) conduct a preliminary evaluation of FMS in a large, urban public library setting, using a quasi-experimental static group comparison design.Methods and ResultsPost-test scores for caregivers who completed the program in the fall or winter (n = 80) were compared to pre-test scores for caregivers who completed the program the following spring (n = 35); Fall/winter caregivers scored higher on program items related to concrete behaviors to support math and science learning, but significant differences were not found on items related to caregiving beliefs or general caregiving practices. Demographic differences were also found related to program outcomes.DiscussionResults are discussed both in terms of implications for the development and implementation of caregiver-child interactive programming, as well as the use of innovative analytic approaches to program evaluation in community settings.

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How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities

Cited by 34 publications

References 84 publications

The Relationship of Mother's Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic

The Relationship of Mother's Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic

Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

Promoting caregiver involvement at the public library: An evaluation of a math and science storytime program for young children

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