Quality of the home learning environment during preschool age – Domains and contextual conditions

Meta-Analysis of the Relationship Between Home and Family Experiences and Young Children’s Early Numeracy Learning

“…The reasons for exclusion were the children were neither preschool nor kindergarten age (e.g., Carmichael et al 2014;Dearing et al 2012), the data for younger children were not reported separately from that of older study participants (e.g., LeFevre et al 2009), no home or family numeracy experiences measure was used in the studies (e.g., Aunio and Niemivirta 2010;Kluczniok et al 2013), incomplete correlations among measures were reported (e.g., Skwarchuk 2009), or the data were not reported in a format necessary to ascertain the relationships between early numeracy experiences and child mathematics performance (e.g., Anders et al 2012;Galindo and Sheldon 2012). Searches for other research reports on the excluded studies to identify data in the formats necessary to include in the research synthesis proved unsuccessful.…”

“…Byrnes and Wasik (2009) and Munn and Schaffer (1993), for example, proposed models that include a number of factors that they contend are important for early numeracy learning. The factors that have been hypothesized to influence young children's early numeracy learning, in addition to everyday numeracy experiences and activities, include parents' education (Aunio and Niemivirta 2010;Dearing et al 2012), family socioeconomic backgrounds (Anders et al 2012;Dearing et al 2012;Kluczniok et al 2013), parents attitudes toward mathematics (Skwarchuk 2009;Sonnenschein et al 2012), parents' expectations for child academic achievement (Galindo and Sheldon 2012;Kluczniok et al 2013), parents' interactional styles during everyday child activities (e.g., Anderson 1997;Lukie et al 2014), and children's interests in early numeracy activities (Cheung 2013;Lukie et al 2014). Although our main interest was the relationships between children's early numeracy experiences and mathematics performance, we also examined the influences of child age, gender, and condition (typically developing vs. at-risk); parent education and beliefs (e.g., attitudes toward mathematics); and family socio-economic status on the study outcomes to place the results in a broader-based ecological context.…”

Die familiäre Lernumwelt und ihre Bedeutung für die kindliche Kompetenzentwicklung

“…Noch nicht endgültig geklärt ist hierbei jedoch der Zusammenhang mit verschiedenen Subkomponenten der HLE. Wäh-rend insbesondere die Home Literacy Environment und hierbei sowohl das kulturelle Kapital als auch die kultu relle Praxis enge Verbindungen mit den Struktur merkmalen aufweisen, scheint dieser Zusammenhang im Bereich Numeracy etwas geringer auszufallen und für die elterliche Unterstützung nur in geringem Maße aufzutreten (Kluczniok et al, 2013;Lehrl, 2013;Niklas et al, 2013;Nik-las & Schneider, 2014). Der engste Zusammenhang zwischen spezifischen Aspekten der HLE und strukturellen Herkunftsmerkmalen kann für das kulturelle Kapital und die kulturelle Praxis erwartet werden Hood et al, 2008;Niklas & Schneider, 2010).…”

Filizlenen okuryazarlık: Okul öncesi dönem ses ve yazı farkındalığı becerilerini besleyen ev-içi kaynakların incelenmesi

“…Alanyazında yer alan çok sayıda araştırma, ev-içi okuryazarlık ortamının, çocukların erken okuryazarlık becerileri; (a) sesbilgisel farkındalık (Burgess, 1997;Foy ve Mann, 2003;Reese, Robertson, Divers ve Schaughency, 2015;Senechal ve Lefevre, 2002), (b) yazı kavramları (Korat, Klein ve Segal-Drori, 2007;Levy, Gong, Hessels, Evans ve Jared, 2006), (c) kelime bilgisi (Kim, Im ve Kwon, 2015;Li ve Tan, 2015;Meng, 2015;Scheele, Leseman ve Mayo, 2010), (d) harf bilgisi (Burgess, Hecht ve Lonigan, 2002;Hood, Conlon ve Andrews, 2008;Neumann, Hood ve Neumann, 2009) Ev-içi okuryazarlık ortamı çocuğa sağlanan fiziksel ortamın yanı sıra aile bireyleri ile kurulan iletişim ve çocukların dil gelişimi için sağlanan desteği de kapsayan çok boyutlu bir kavramdır (örn. Grieshaber, Shield, Luke, ve Macdonald, 2012;Kluczniok, Lehrl, Kuger, ve Rossbach, 2013;Niklas, Tayler, ve Schneider, 2015). Birçok çalışma çocukların erken okuryazarlık becerilerini destekleyen eviçi ortamlarını araştırmıştır (Dickinson ve McCabe, 2001;Foy ve Mann, 2003;Griffin ve Morrison, 1997;Hammer, Frakas ve Maczuga, 2010;Hart, Petrill, DeThorne, Deater-Deckard, Thompson, Schatschider ve Cutting, 2009;Johnson, Martin, Brooks-Gunn ve Petrill, 2008;Melnuish, Phan, Sylva, Sammons, Siraj-Blatchford ve Taggart, 2008;Niklas ve Schneider, 2013;Stephenson, Parrila, Georgiou ve Kirby, 2008;Tomopoulos vd., 2006;van Steensel, 2006).…”