Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |