Social inequality in cognitive outcomes in Ireland: What is the role of the home learning environment and childcare?

The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of this study was to provide a more holistic view of the HLE and its relations with children’s cognitive and non-cognitive outcomes in math and reading at the start of primary school. This paper examined the relations within the HLE, and the relations between the HLE and children’s early math and reading outcomes. Participants were 301 first-grade children and their parents. The HLE was measured by the parent questionnaire. Children’s digit comparison, number line estimation, letter knowledge and phonological awareness skills were measured as well as their math and reading anxiety levels. The results demonstrated a significant association between parents’ perceptions and their anxiety towards math and reading. No significant associations were found between parents’ perceptions towards math and the frequency of home numeracy activities, whereas significant relations were found in the domain of reading. Socioeconomic status was found to provide a unique contribution in children’s digit comparison and math anxiety, while no significant relations were observed between other HLE factors and children’s outcomes. The current study suggests the importance of including parents’ perceptions and feelings to explore the dynamics of the HLE and its impact on children’s math and reading outcomes.

Download Full-text

Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment

British Journal of Educational Psychology ◽

10.1111/bjep.12154 ◽

2017 ◽

Vol 87 (3) ◽

pp. 365-382 ◽

Cited By ~ 2

Author(s):

Alexandria Crampton ◽

James Hall

Keyword(s):

Learning Environment ◽

Primary School ◽

Self Concept ◽

Home Learning Environment ◽

Differential Effects ◽

Home Learning ◽

Economic Risks

Download Full-text

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

Children Australia ◽

10.1017/s1035077200006878 ◽

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.

Download Full-text

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

Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini ◽

10.31004/obsesi.v5i2.881 ◽

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.

Download Full-text

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

Journal of Children s Services ◽

10.1108/jcs-02-2015-0007 ◽

2015 ◽

Vol 10 (3) ◽

pp. 189-201 ◽

Cited By ~ 24

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.

Download Full-text