Influence of home environment on children's foundational literacy and numeracy skills: A systematic synthesis with India in focus

Abstract

India has the mission to ensure that every child attains foundational literacy and numeracy (FLN) skills by the end of grade three. The National Initiatives for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) is entrusted to monitor this target. However, the specific factors of the home environment, which vary among Indian children, can explain the low performance in literacy and numeracy. Therefore, this systematic review aimed to comprehensively identify the home environment factors that affect literacy and numeracy learning. Studies published between 2013 and 2022 were searched in the ERIC database. From 383 potentially relevant articles, the researchers included 38 primary studies. Systematic reviews and meta-analytic studies were excluded. The results showed that home learning environment factors do affect numeracy and literacy learning. Prominent factors were family learning background, reading and numerical activities and home resources. Other factors, such as the reading and numeracy interests of children and the parent-child relationship, also play an important role in the acquisition of foundational numeracy and literacy skills.

Assessing Chinese primary mathematics teachers’ self-efficacy for technology integration: Development and validation of a multifaceted scale

“…Simultaneously, PCI emerges as a pivotal aspect of the educational landscape (Epstein, 2018; Kumar & Behera, 2022). The involvement of parents in supporting the technology-enhanced learning environment, such as online learning, particularly in mathematics, significantly influences students’ learning engagement and academic achievement (Tay et al, 2021).…”