The long-term role of the home learning environment in shaping students’ academic attainment in secondary school

2015 ◽  
Vol 10 (3) ◽  
pp. 189-201 ◽  
Author(s):  
Pam Sammons ◽  
Katalin Toth ◽  
Kathy Sylva ◽  
Edward Melhuish ◽  
Iram Siraj ◽  
...  
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Learning Environment ◽  
Multilevel Models ◽  
Early Years ◽  
Academic Attainment ◽  
Home Learning Environment ◽  
Content Type ◽  
Home Learning

Purpose – The purpose of this paper is to explore the relationships between the characteristics of the home learning environment (HLE) and students’ academic attainments in secondary school in England at age 14 and 16. Design/methodology/approach – This research study uses multilevel statistical models to investigate the strength and significance of relationships between various measures of the HLE at ages three, six, 11 and 14, and students’ academic attainment in secondary school. Findings – Multilevel models show that early years HLE and specific dimensions of later HLE are positive predictors of students’ later academic attainment at age 14 and 16, when the influence of various individual, family and neighbourhood characteristics are controlled. Originality/value – The paper presents unique findings on the role of the HLE in shaping students’ academic success at secondary school, including a range of measures of the HLE obtained at different ages. The results show that the early years HLE measured at age three continues to show effects on later attainment, over and beyond the effects of later HLE and other significant influences such as family socio-economic status and parents’ qualification levels.

scholarly journals Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages

2019 ◽  
Vol 31 (1) ◽  
pp. 7-30 ◽  
Author(s):  
Katalin Toth ◽  
Pam Sammons ◽  
Kathy Sylva ◽  
Edward Melhuish ◽  
Iram Siraj ◽  
...  
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
Home Learning Environment ◽  
Home Learning

The need to strengthen the educative role of parents: Some implications drawn from educational productivity research

1995 ◽  
Vol 20 (4) ◽  
pp. 15-19
Author(s):  
Jeff Dorman
Keyword(s):  
United States ◽  
Learning Environment ◽  
Television Viewing ◽  
The United States ◽  
Home Learning Environment ◽  
Educational Productivity ◽  
Home Learning ◽  
Role Of Parents

This article considers the empirical results of educational productivity research conducted by a team of researchers from Australia and the United States in the mid 1980s. Based on nine factors identified by this research, three issues that highlight the important educative role of parents, namely, the quality of the home learning environment, homework support and monitoring television viewing are discussed.

ICT in the early years: The effect of the home learning environment

2007 ◽  
Vol 8 (11) ◽  
pp. 36-42
Author(s):  
Iram Siraj-Blatchford ◽  
John Siraj-Blatchford
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
Home Learning Environment ◽  
Home Learning

scholarly journals The Role of Student’s Parent in Shaping Home Learning Environment (HLE) for Early Childhood

2020 ◽  
Vol 5 (2) ◽  
pp. 1521-1535
Author(s):  
Pramesti Indah Kumalasari ◽  
Sugito Sugito
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Learning Environment ◽  
Intervention Program ◽  
Home Learning Environment ◽  
Research Subjects ◽  
Stage Of Development ◽  
Home Learning ◽  
Role Of Parents

This study aims to determine the role of parents in forming a Home Learning Environment (HLE) for early childhood in Trucuk, Klaten. This study used a qualitative approach with descriptive methods and was carried out by purposive sampling. The research subjects were 5 parents who have children aged 3-4 years. Data collection techniques used were observation, interviews, and documentation techniques. Data analysis used was data collection, data reduction, data presentation, and drawing conclusions. Based on the research that has been done, the role of parents in shaping HLE is seen when parents introduce new learning materials into the home through activities (playing, chatting and reading), preparing HLE according to children's needs and interests, offering various learning opportunities and providing learning experiences that are fun. With the role of parents in shaping HLE, it can be an early intervention program and direct children's activities to be more useful in reaching the next stage of development.

scholarly journals What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years

2020 ◽  
Vol 11 ◽  
Author(s):  
Manja Attig ◽  
Sabine Weinert
Keyword(s):  
Academic Success ◽  
Learning Environment ◽  
Picture Book ◽  
Language Skills ◽  
Panel Study ◽  
Socioeconomic Background ◽  
Book Reading ◽  
Home Learning Environment ◽  
Process Characteristics ◽  
Home Learning

It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment (HLE) has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (SES) of the family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study (NEPS), longitudinally assessed process characteristics (sensitivity in the sense of maternal responsivity to the child’s behavior and signals in mother–child interaction; maternal stimulation behavior which goes beyond the child’s actual level of action and development; frequency of joint picture book reading) and structural characteristics (mother’s education, equivalised household income, parental occupational status) were considered. Language skills (vocabulary and grammar) of the children at the age of two were measured by a standardized and validated parent report instrument (child language checklist). Results showed that (1) all three process characteristics of the home learning environment (HLE) are associated with the family’s SES; (2) across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; (3) despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and (4) socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment.

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