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

Autor/inn/en	Conica, Mirela; Nixon, Elizabeth; Quigley, Jean
Titel	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
Quelle	In: Developmental Psychology, 59 (2023) 6, S.1045-1058 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001515
Schlagwörter	Family Literacy; Family Environment; Numeracy; Preschool Children; Games; Reading Skills; Academic Achievement; Child Development; Outcomes of Education; Informal Education; Interpersonal Competence + Suchen Sie Ihr Suchwort? Familienmilieu; Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Game; Spiel; Spiele; Reading skill; Lesefertigkeit; Schulleistung; Kindesentwicklung; Lernleistung; Schulerfolg; Informelle Bildung; Nichtformale Bildung; Interpersonale Kompetenz
Abstract	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 ([beta] = 0.020) to moderate ([beta] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01