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

Autor/in	Kluczniok, Katharina
Titel	Early Family Risk Factors and Home Learning Environment as Predictors of Children's Early Numeracy Skills through Preschool
Quelle	In: SAGE Open, 7 (2017) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244017702197
Schlagwörter	At Risk Persons; Family Environment; Predictor Variables; Young Children; Numeracy; Poverty; Immigrants; Preschool Children; Cognitive Development; Child Development; Foreign Countries; Family Structure; Parent Background; Educational Attainment; Employment Level; Intelligence Tests; Germany; Early Childhood Environment Rating Scale; Home Observation for Measurement of Environment; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Risikogruppe; Familienmilieu; Prädiktor; Frühe Kindheit; Rechenkompetenz; Armut; Immigrant; Immigrantin; Immigranten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Kindesentwicklung; Ausland; Familienkonstellation; Familiensystem; Elternhaus; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Intelligence test; Intelligenztest; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01