Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year

Autor/inn/en	McCormick, Meghan P.; Weissman, Amanda Ketner; Weiland, Christina; Hsueh, JoAnn; Sachs, Jason; Snow, Catherine
Titel	Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year
Quelle	(2019), (55 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Activities; Family Environment; Mathematics Skills; Prediction; Parent Background; Educational Attainment; Intervention; Parent Child Relationship; Preschool Children; Language Skills; Skill Development; Child Development; Achievement Gains; Correlation + Suchen Sie Ihr Suchwort? Lernaktivität; Familienmilieu; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorhersage; Elternhaus; Bildungsabschluss; Bildungsgut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Kindesentwicklung; Achievement gain; Leistungssteigerung; Korrelation
Abstract	Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement -- sometimes targeted to families with low levels of education -- have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequency with which parents (N = 307) engaged in unconstrained and constrained language/literacy and math activities at home. Unconstrained language activities predicted gains in children's language skills, and unconstrained math activities were associated with gains in math skills. Both associations were larger for families with lower versus higher levels of parental education. Engagement in constrained activities did not predict gains in skills. Implications for practice and research are discussed. [This paper will be published in "Developmental Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06