Differential Effects of Home and Preschool Learning Environments on Early Language Development

Autor/inn/en	Schmerse, Daniel; Anders, Yvonne; Flöter, Manja; Wieduwilt, Nadine; Roßbach, Hans-Günther; Tietze, Wolfgang
Titel	Differential Effects of Home and Preschool Learning Environments on Early Language Development
Quelle	In: British Educational Research Journal, 44 (2018) 2, S.338-357 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3332
Schlagwörter	Educational Environment; Preschool Education; Language Acquisition; Longitudinal Studies; Grammar; Vocabulary; Preschool Children; Family Environment; Receptive Language; Educational Quality; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school education; Vorschulerziehung; Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Grammatik; Wortschatz; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Familienmilieu; Rezeptive Kommunikationsfähigkeit; Quality of education; Bildungsqualität; Ausland; Deutschland
Abstract	The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium- and high-quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01