Quality of the Home Learning Environment during Preschool Age--Domains and Contextual Conditions

Autor/inn/en	Kluczniok, Katharina; Lehrl, Simone; Kuger, Susanne; Rossbach, Hans-Guenther
Titel	Quality of the Home Learning Environment during Preschool Age--Domains and Contextual Conditions
Quelle	In: European Early Childhood Education Research Journal, 21 (2013) 3, S.420-438 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2013.814356
Schlagwörter	Family Environment; Educational Attitudes; Literacy; Numeracy; Child Development; Cognitive Development; Preschool Children; Role; Family Characteristics; Stimulation; Parent Attitudes; Longitudinal Studies; Guidelines; Parent Child Relationship; Foreign Countries; Rating Scales; Multivariate Analysis; Germany; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Familienmilieu; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Kindesentwicklung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rollen; Elternverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Richtlinien; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Rating-Skala; Multivariate Analyse; Deutschland
Abstract	The quality of the home learning environment has been proven to be of major importance for child development, but little is known about the role of domain specificity in promoting early childhood learning at home and its dependence on family background. This article presents a framework of the home learning environment in early childhood that includes three domains of stimulation (i.e. family support, stimulation in literacy and stimulation in numeracy) and their contextual conditions. The study examines the extent to which the structural characteristics and educational beliefs of the family are connected to educational processes taking place in the home learning environment during preschool age. Results show that general educational processes of the home learning environment operate independently of structural characteristics and parental educational beliefs, whereas the domain-specific educational processes of the home learning environment are more strongly related to the structural characteristics and parental educational beliefs. A model of the home learning environment should thus always include different domains of stimulation (general and domain-specific) presented as parallel cases. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10