Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school

Lehrl, Simone; Kluczniok, Katharina; Rossbach, Hans-Guenther

doi:10.1016/j.ecresq.2016.01.013

Cited by 72 publications

(39 citation statements)

References 51 publications

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“…The timing and format of measurement of parental behaviors might also account for the weak and nonsignificant correlations between different aspects of parental behavior. That said, EF in adulthood shows high levels of rank‐order stability over time (e.g., Friedman et al., ) as do measures of the HLE across early childhood (e.g., Lehrl, Kluczniok, & Rossbach, ). Moreover, we identified correlations between negative parent–child interactions (at Time 1) and parental EF (at Time 2).…”

Section: Discussionmentioning

confidence: 99%

For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function

Hughes

2017

Child Development

108

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Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent-child dyads (60 boys; M at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent-child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent-child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.

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Section: Discussionmentioning

confidence: 99%

For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function

Hughes

2017

Child Development

108

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“…The internal consistency of the measure was acceptable (α = 0.73) and so the scores from each item were summed together. While there was insufficient time to administer this test at Time 1, longitudinal findings demonstrate that individual differences on measures of the HLE show remarkable stability across early childhood (e.g., Lehrl et al, 2016). …”

Section: Methodsmentioning

confidence: 99%

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

2016

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The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand. The primary aim of this longitudinal study was to examine whether children's EF mediated the relation between three distinct aspects of parental behavior (i.e., parental scaffolding, negative parent-child interactions, and the provision of informal learning opportunities) and children's academic ability (as measured by standard tests of literacy and numeracy skills). Data were collected from 117 parent-child dyads (60 boys) at two time points ~1 year apart (M Age at Time 1 = 3.94 years, SD = 0.53; M Age at Time 2 = 5.11 years, SD = 0.54). At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory). Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent-child interactions and children's early academic ability. In contrast, parental provision of opportunities for learning in the home environment was directly related to children's academic abilities. These results suggest that parental scaffolding and negative parent-child interactions influence children's academic ability by shaping children's emerging EF.

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“…Previous analyses of two separate scales (cognitive promotion in literacy, cognitive promotion in numeracy) showed positive effects of both scales on numeracy skills at age 3 with a stronger effect of literacy promotion (Anders et al, 2012). Lehrl, Kluczniok, and Rossbach (2016) reported a significant positive influence of the home learning environment scale on children's math development through elementary school. Thus, the measure is also predictive in the long-term run.…”

Section: Predictorsmentioning

confidence: 99%

Early Family Risk Factors and Home Learning Environment as Predictors of Children’s Early Numeracy Skills Through Preschool

Kluczniok

2017

Sage Open

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The present study examines the impact of family risk factors (e.g., migration background, poverty) in early childhood on children's numeracy skills during preschool in Germany, and if these relations are mediated through the quality of the home learning environment. The data used for this research were collected using the longitudinal study BiKS-3-10 which followed 547 children from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. The hypothesized mediation of quality of the home learning environment can only be interpreted using the home learning environment scale for cognitive promotion. In contrast, the quality of the home learning environment, specifically family support factors, is related neither to children's development in numeracy nor to family risk. The results highlight the impact of early risk factors on children's competencies and the mediating role of the quality of the home learning environment.

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Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school

Cited by 72 publications

References 51 publications

For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function

For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

Early Family Risk Factors and Home Learning Environment as Predictors of Children’s Early Numeracy Skills Through Preschool

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