Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children

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dc.catalogadorgjm
dc.contributor.authorSkwarchuk, Sheri-Lynn
dc.contributor.authorDouglas, Heather
dc.contributor.authorCahoon, Abbie
dc.contributor.authorLeFevre, Jo-Anne
dc.contributor.authorXu, Chang
dc.contributor.authorRoy, Emilie
dc.contributor.authorSimms, Victoria
dc.contributor.authorWylie, Judith
dc.contributor.authorMaloney, Erin A.
dc.contributor.authorOsana, Helena P.
dc.contributor.authorSusperreguy Jorquera, María Inés
dc.date.accessioned2023-04-20T15:18:22Z
dc.date.available2023-04-20T15:18:22Z
dc.date.issued2022
dc.description.abstractThe home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children's development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; M-age = 8.7 years; range 8 to 9 years of age). Importantly, mothers' and fathers' reports of the home learning environment for school children were similar. For literacy, parents' knowledge of children's books and attitudes toward literacy were related to children's vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents' reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children's arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents' math anxiety) were not related to children's performance. These results suggest some continuity between home learning environments and academic skills after children's transition to school.
dc.description.funderSocial Sciences and Humanities Research Council of Canada
dc.fechaingreso.objetodigital2023-04-20
dc.fuente.origenWOS
dc.identifier.doi10.3390/educsci12080513
dc.identifier.eissn2227-7102
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85136788049
dc.identifier.urihttps://doi.org/10.3390/educsci12080513
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66815
dc.identifier.wosidWOS:000845922800001
dc.information.autorucEscuela de psicología; Susperreguy Jorquera, María Inés; 0000-0001-5584-2692; 151479
dc.issue.numero8
dc.language.isoen
dc.nota.accesoContenido completo
dc.publisherMDPI
dc.revistaEducation Sciences
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 ATTRIBUTION 4.0 INTERNATIONAL
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectHome literacy
dc.subjectHome numeracy
dc.subjectEarly academic skills
dc.subjectGrade 3 children
dc.subjectParental involvement
dc.subjectHome mathematics environment
dc.subjectHome activities
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleRelations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
dc.typeartículo
dc.volumen12
sipa.codpersvinculados151479
sipa.indexWOS
sipa.indexScopus
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