The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years

Wirth, Astrid; Ehmig, Simone C.; Niklas, Frank

doi:10.1111/sode.12550

Cited by 11 publications

(17 citation statements)

References 56 publications

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“…Regarding income, parents provided their net income. For the analyses, the highest parental education, occupation, and family income were first z-standardized and then combined into an indicator of socioeconomic status (see Wirth et al, 2022 , for a similar approach).…”

Section: Methodsmentioning

confidence: 99%

“…In a cross-sectional study, Wirth et al ( 2020 ) reported significant associations between families’ shared reading habits and socio-emotional skills of 3-year-old children. In a longitudinal study, Wirth et al ( 2022 ) documented relations between HLE (e.g., frequency of reading, onset of reading) and children’s socio-emotional skills via their language skills. In another longitudinal study, Rose et al ( 2018 ) found effects of HLE (e.g., frequency of shared book reading) at the age of three years on socio-emotional skills of 8-year-old children.…”

Section: Factors Influencing Early Socio-emotional Outcomesmentioning

confidence: 99%

“…Vygotsky ( 1962 ) suggested strong relations between language and thought, arguing that self-directed speech is related to, amongst others, social-cognitive problem solving. Relations between child language skills and socio-emotional skills have been shown cross-sectionally and longitudinally (e.g., Rose et al, 2018 ; Wirth et al, 2020 , 2022 ). Furthermore, gender differences in child socio-emotional skills have often been documented (e.g., Linberg et al, 2019 ; Newton et al, 2014 ; Sanson et al, 2011 ; Wirth et al, 2020 , 2022 ), with girls usually being rated more prosocial and having better peer relationships than boys.…”

Section: Factors Influencing Early Socio-emotional Outcomesmentioning

confidence: 99%

“…Relations between child language skills and socio-emotional skills have been shown cross-sectionally and longitudinally (e.g., Rose et al, 2018 ; Wirth et al, 2020 , 2022 ). Furthermore, gender differences in child socio-emotional skills have often been documented (e.g., Linberg et al, 2019 ; Newton et al, 2014 ; Sanson et al, 2011 ; Wirth et al, 2020 , 2022 ), with girls usually being rated more prosocial and having better peer relationships than boys. In addition, boys and girls tend to be involved in distinct types of out-of-home activities, with boys often preferring sport activities and girls, arts and music activities (e.g., Eccles et al, 2003 ; Metsäpelto & Pulkkinen, 2012 ).…”

Section: Factors Influencing Early Socio-emotional Outcomesmentioning

confidence: 99%

“…Previous research provided evidence on relations between various activities at home and socio-emotional skills of young children (e.g., Rose et al, 2018 ; Wirth et al, 2020 , 2022 ). Apart from attending formal child care, young children are often involved in out-of-home activities.…”

mentioning

confidence: 99%

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Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children

Volodina

2022

Curr Psychol

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There is consensus that child socio-emotional development is influenced by various contexts, such as the family one. Research on influencing factors on child socio-emotional skills mainly investigated the effects of home learning environment, whereas the effects of out-of-home activities were often analysed mainly in samples of adolescents. The present study aimed to shed light on effects of preschool home learning environment and out-of-home activities on two facets of socio-emotional skills at the beginning of primary school: Prosocial behaviour and peer relationships. The information on the child prosocial behaviour and peer relationships at preschool age was included with the aim to control for most of the differences across children. Using data from a large sample of children (N = 1,818; Mage = 7.08 years, SD = 0.15; 49.9% girls), results of regression analyses show significant effects of out-of-home activities on prosocial behaviour after controlling a range of child- and family-related influencing factors on prosocial behaviour as well as prosocial behaviour at preschool age. The effects of home learning environment were significant after controlling a range of child- and family-related influencing factors on both facets of socio-emotional skills but became nonsignificant after taking into account respective behaviour at preschool age. The results of the present study suggest that fostering participation in out-of-home activities might contribute to an increase of prosocial behaviour in primary school children.

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Section: Methodsmentioning

confidence: 99%

Section: Factors Influencing Early Socio-emotional Outcomesmentioning

confidence: 99%

Section: Factors Influencing Early Socio-emotional Outcomesmentioning

confidence: 99%

Section: Factors Influencing Early Socio-emotional Outcomesmentioning

confidence: 99%

mentioning

confidence: 99%

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Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children

Volodina

2022

Curr Psychol

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The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten

Wu,

Hindman

2024

Child Youth Care Forum

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Background Research indicates that parents’ involvement in early literacy, particularly through book reading, matters for young children’s language and literacy development. OBJECTIVE: However, little is known about the nature and extent of family book reading across the U.S. nation or about which factors support parents’ involvement in book reading. In particular, parents’ beliefs about promoting literacy may be linked to their book-reading actions, which can foster their children’s learning. Method We investigated several questions using the nationally representative Early Childhood Longitudinal Study-Kindergarten 2011 (ECLS-K) dataset: (1) How are demographic characteristics (ethnicity, SES, and child age) predictive of parents’ literacy beliefs and home reading practices during children’s kindergarten year?; (2) How do parents’ literacy beliefs contribute to parents’ home reading practices during children’s kindergarten year?; and (3) How do parents’ literacy beliefs and home reading practices relate to children’s literacy development during their kindergarten year? We focused on data from Fall 2010 through Spring 2011, spanning the kindergarten year, and utilized descriptive and multivariate regression techniques. Results Regressions reveal that parents’ literacy beliefs are linked to their literacy practices, net of the effects of a variety of covariates. In turn, both beliefs and practices are uniquely linked to increases in children’s reading performance over the kindergarten year, demonstrating incremental validity for both sets of variables and reinforcing the importance of both beliefs and practices as part of the home learning environment. Conclusions The findings of this study underscore the critical role of parents’ beliefs in contributing to their home reading practices, which, in turn, are positively related to kindergarteners’ literacy development, net of the effects of variety of important covariates.

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Domain-specific and cross-domain effects of the home literacy and numeracy environment at 3 years on children's academic competencies at 5 and 9 years.

Conica¹,

Nixon²,

Quigley³

2023

Developmental Psychology

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This study examined whether children's formal and informal home literacy (HLE) and home numeracy (HNE) environments at 3 years old demonstrated domain-specific, and cross-domain effects on children's academic performance at 5 and 9 years old. Participants were 7,110 children (49.4% male; 84.4% Irish), recruited between 2007 and 2008 in Ireland. Structural equation modeling revealed that only the informal HLE and HNE demonstrated both domain-specific and cross-domain positive effects on children's language and numeracy outcomes but not on socioemotional outcomes, at 5 and 9 years old. Effect sizes ranged from small (β = 0.020) to moderate (β = 0.209). These results suggest that even casual cognitively stimulating activities that do not directly focus on active teaching may benefit children's educational outcomes. Findings bear implications for cost-effective interventions with far-reaching, and enduring, effects across multiple child outcomes. Public Significance StatementThis study suggests that informal home numeracy and literacy activities such as playing board games, card games, having access to books, and shared reading during toddlerhood may contribute to children's school performance during the preschool and early childhood years. These findings suggest that even home learning activities that are associated with fun and do not actively focus on teaching can positively influence children's skills across literacy and numeracy domains of development.

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The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years

Cited by 11 publications

References 56 publications

Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children

Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children

The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten

Domain-specific and cross-domain effects of the home literacy and numeracy environment at 3 years on children's academic competencies at 5 and 9 years.

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