Editorial: Children's Competencies Development in the Home Learning Environment

Niklas, Frank; Cohrssen, Caroline; Lehrl, Simone; Napoli, Amy R.

doi:10.3389/fpsyg.2021.706360

Cited by 10 publications

(3 citation statements)

References 22 publications

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“…Research has clearly highlighted the importance of the HLE during the preschool period (see Niklas et al, 2021 for an editorial). Participation in literacy and language activities (e.g., reading, reciting rhymes, access to books) with parents has been found to predict 4-year-olds' print knowledge and interest in book reading 1 year later (Weigel et al, 2006).…”

Section: Domain-specific Associations Between the Hle And Children's ...mentioning

confidence: 99%

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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Section: Domain-specific Associations Between the Hle And Children's ...mentioning

confidence: 99%

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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“…In this case, not the material resources available in the house, but a stimulating home environment is the one that contributes to children's development and positive educational outcomes. Studies that focus on these aspects use various indicators, concepts, and measurement scales, such as: home literacy environment [47], home learning environment (HLE) [50][51][52], and the Home Observation for Measurement of the Environment (HOME) [53][54][55]. The items used in these scales and inventories refer to the quality and quantity of stimulation and support available to a child in the home environment.…”

Section: Quality Of Housing: Children's Perspective and Satisfactionmentioning

confidence: 99%

Housing for Sustainable Societies. Children′s Perception and Satisfaction with Their House in Countries around the World

et al. 2021

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(1) Background: Adequate housing conditions and access to basic house amenities are fundamental human rights and indicators of individual wellbeing. The paper aims to present children’s perception regarding housing conditions and household goods and their impact on children’s overall satisfaction with their house. (2) Methods: We aim to determine the contribution of housing conditions and household goods on children’s satisfaction with their home in 31 countries worldwide. To capture differences in children’s satisfaction with their house based on their housing conditions, we analyzed models conducted on data from 10 lower- and upper-middle-income and 20 high-income countries. We used secondary analysis on data from the third wave of Children’s Worlds: International Survey of Children’s Well-Being (ISCWeb) (87,000 children, aged 10–12, worldwide). (3) Results: The results show that there is a link between the material conditions of the family and children’s satisfaction with the house they live in, and also that having a place to study and access to internet are the main factors related to housing that explain children’s satisfaction. (4) Conclusions: Children mostly appreciate the way housing setting and household goods contribute and ensure their proper development through the creation of a stimulating home learning environment. Results are helpful in setting future standards to increase children’s wellbeing and quality of life, and ensure adequate housing as one of the pillars of sustainable development.

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“…Contributions of the family environment to children's specific predictors of linguistic, reading and spelling skills are commonly referred to as home literacy environment (HLE; Niklas & Schneider, 2013). The characterization of the components of family literacy environment is still not unanimous and different components of this construct tend to associate in different ways with cognitive-linguistic outcomes in childhood, depending on the family's socioeconomic status (SES), the school context, the assessed outcome, and the child's age, for instance (Niklas et al, 2021). The frequency of enriching activities which parents get involved with their children, such as book reading, number or letter practice and sharing observations about the world, is associated with parents' endorsement to statements related to early education.…”

Section: Introductionmentioning

confidence: 99%

Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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Editorial: Children's Competencies Development in the Home Learning Environment

Cited by 10 publications

References 22 publications

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.

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.

Housing for Sustainable Societies. Children′s Perception and Satisfaction with Their House in Countries around the World

Education and New Developments 2023 – Volume 1

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