Children's early home learning environment and learning outcomes in the early years of school

摘要: A large body of research has shown that the quality home learning environment during a child’s first three years life is associated not only with cognitive development at age 4–5 but also educational achievement school and beyond. poor environment, for example, been to be associated, in short term, poorer language development, deficits readiness impaired by 3 (Evans et al., 2010; Trentacosta 2008; Vernon-Feagans, Garrett-Peters, Willoughby, & Mills-Koonce, 2012). In long it academic lower levels education, employment earnings adulthood (Pungello, Iruka, Dotterer, Reznick, 2009; Pungello 2010). Different features have found different influences on early (Gest, Freeman, Domitrovich, Welsh, 2004; Hartas, 2012; Melhuish 2008). Therefore, develop effective interventions, researchers focused identifying stimulating individual contribution those children’s outcomes (Baker 2013). Many studies examined relationship between types activities (as proxy environment) (Sylva, Melhuish, Sammons, Siraj-Blatchford, Taggart, 2004). An activity such as parent–child play daily routines promotes expression warm feelings shared understanding, which are important communication abilities childhood. For study 132 low-income families United States, Camp, Cunningham, Berman (2010) showed child–parent verbal interactions when children were 10 18 months old significantly related expressive vocabulary 18–30 months. The importance experiences numeracy demonstrated previous studies. 2,857 from 141 preschool centres Kingdom, al. (2008) strong association skills entry. another Canada, mathematical kindergarten Grades 1 2 correlated frequency they involved cooking, playing board