Visits to Cultural Learning Places in the Early Childhood

Autor/inn/en	Mudiappa, Michael; Kluczniok, Katharina
Titel	Visits to Cultural Learning Places in the Early Childhood
Quelle	In: European Early Childhood Education Research Journal, 23 (2015) 2, S. 200-212Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1016805
Schlagwörter	Forschungsbericht; Early Childhood Education; Educational Environment; Family Environment; Heritage Education; Educational Quality; Cultural Capital; Longitudinal Studies; Multivariate Analysis; Educational Attitudes; Parent Attitudes; Beliefs; Socioeconomic Background; Early Experience; Learning Experience; Incidence; Regression (Statistics); Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Quality of education; Bildungsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Multivariate Analyse; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Elternverhalten; Belief; Glaube; Sozioökonomische Lage; Frühbeginn; Lernerfahrung; Vorkommen; Regression; Regressionsanalyse; Ausland; Deutschland
Abstract	Studies show the important role of the home learning environment in early childhood for later school success. This article focuses on a particular aspect of the home learning environment: visits to cultural learning places (e.g. museums) as a component of the quality of the home learning environment. Therefore the educational concept of educational quality in family settings and the sociological concept of cultural capital were combined. The question is how often parents visit cultural learning places with their children and what aspects influence this participation. Data are from the German longitudinal study BiKS-3-10 (N?=?554 children and their families). Multivariate regression analyses show that parental educational beliefs and high cultural resources in the families are relevant factors for the visits to cultural learning places. Socioeconomic background variables are less important. The results are discussed with respect to practical and political issues. (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
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01