Young children’s cognitive achievement: Home learning environment, language and ethnic background

Abstract

For decades, research has shown differences in cognitive assessment scores between White and minority ethnic group(s) learners as well as differences across different minority ethnic groups. More recent data have indicated that the home learning environment and languages spoken can impact cognitive assessment and other corollary outcomes. This study uses the Millennium Cohort Study to jointly assess how minority ethnic group, home learning environment and home languages predict child cognitive assessment scores. Regression analyses were conducted using two assessment measures. The following is hypothesised: (1) cognitive achievement scores vary by minority ethnic group, (2) more home learning environment in early childhood leads to higher cognitive development scores and (3) English only in the home yields the highest cognitive scores while no English in the home yields the lowest. Findings reveal that there are differences in cognitive scores along ethnic group categories although there are also some unexpected findings. Home learning environment does not play as large a role as was predicted in raising the assessment scores overall for learners while speaking English in the home does, irrespective of ethnic background.

The Sooner, the Better

“…Furthermore, first reading was a marginally significant predictor of concept formation, after controlling for child and family characteristics (p < .10, small effect size). This aligns with recent studies that reported small to medium effect size associations of the home learning environment with intelligence (Frumkin, 2013;Kleemans et al, 2012;. Also aligning with results from earlier research, both the onset of parent-child reading and reading frequency were closely associated with background variables such as family SES and migration background (Aikens & Barbarin, 2008;Edwards, 2014;Prevoo et al, 2014).…”

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

“…Parents' communications with the early childhood centre have educational significance for the child and also for both parents and teachers (Qadiri & Manhas, 2009), who learn more about the child from different perspectives and contexts. A study by Ghirotto and Mazzoni (2013) reports that collaboration between teachers and parents offers the child security and acceptance, and helps the parents to understand more about the child's areas of development, psycho-physical abilities (Frumkin, 2013;Hornby, 2011), and where additional stimulation is needed on the part of the teachers or parents.…”

“…Parental involvement is thus both a facilitator and a preserver, and the aim of intervention is neither for the parent nor the child on their own but the parent-child system (Ghirotto & Mazzoni, 2013;Hornby, 2011). It is argued that when parents participate at school and actively support and encourage learning at home, their children are more successful at all levels of education regardless of the parents' educational background or social class (Frumkin, 2013;Ishihara-Brito, 2013).…”

“…A number of studies show that parent warmth and responsiveness to children's interests and needs are vital dimensions of parent engagement that promote children's learning (Ghirotto & Mazzoni, 2013;Qadiri & Manhas, 2009). Parents' responsiveness can be observed through home-based activities such as parent-child book reading and the use of praise and encouragement (Frumkin, 2013;Hornby, 2011). Therefore, one way that parent nurturance may promote learning is by helping children acquire self-regulation skills that enable them to manage their socio-emotions and behaviour.…”

“…Karwowska-Struczyk (1993) Parent engagement in children's education is progressively viewed as an essential support to children's early learning, care, and education programmes. Effective parent engagement during the period from pre-school through the early grades is a key contributor to children's positive intellectual, socio-emotional skills outcomes, and healthy development (Frumkin, 2013;Hornby, 2011;KarwowskaStruczyk, 1993). The involvement of parents in pre-schools takes various forms that can be broadly classified as, home-based parent involvement, for example parent-child reading and playing various games with children that offer learning enrichment; or community activities, such as volunteer work in building classrooms or renovations, taking children to the library and/or to study tours.…”