ArticleFrontiers in psychology2020
The Early Years Home Learning Environment - Associations With Parent-Child-Course Attendance and Children's Vocabulary at Age 3.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Longitudinal Exposure Patterns of Parent-Child Interaction Frequency and Emotional and Behavioral Difficulties and Neurodevelopmental Delays in Preschool Children: A Three-Wave Observational Study.Behavioral sciences (Basel, Switzerland) · 2026Article
- Multilingual Parents' Experiences of an Early Language and Literacy Intervention: A Qualitative Study Using the Behaviour Change Wheel.Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP) · 2026Article
- Revealing the Unique Themes in Parent-Child Shared Book Reading Behaviors: A Systematic Review of Chinese and English Research 2005-2024.Behavioral sciences (Basel, Switzerland) · 2026Article
- Toddler home math environment: Triangulating multi-method assessments in a U.S. Sample.Frontiers in psychology · 2023Article
- Parental knowledge of children's developmental milestones in Aseer, Saudi Arabia.Journal of family medicine and primary care · 2022Article
- Measurement invariance and country difference in children's social skills development: Evidence from Japanese and Chinese samples.Current psychology (New Brunswick, N.J.) · 2022Article
- The Role of Social and Emotional Adjustment in Mediating the Relationship Between Early Experiences and Different Language Outcomes.Frontiers in psychiatry · 2021Article
- Differential Effects of the Home Language and Literacy Environment on Child Language and Theory of Mind and Their Relation to Socioeconomic Background.Frontiers in psychology · 2020Article
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3 authors.
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Abstract
Although many studies investigated the effects of the home learning environment (HLE) in the preschool years, the constructs that underlie the HLE in the years before the age of three and its effects on language development are still poorly understood. This study therefore investigated the dimensionality of the HLE at age two, its relation to the attendance of low threshold parent-child-courses, and its importance for children's vocabulary development between age 2 and 3 years against the background of differing family background characteristics. Using data from 1,013 children and their families of the Newborn Cohort of the German National Educational Panel Study, structural equation modeling analyses showed that (1) quantitative and qualitative aspects of the early HLE, i.e., the frequency of stimulating activities, and the quality of parent-child-interactions should be differentiated; (2) that family background variables are differentially associated with the HLE dimensions and (3) that attendance at parent-child courses enriches both aspects of the HLE which in turn (4) are related to the children's vocabulary development. Our results highlight the need to differentiate aspects of the early HLE to disentangle which children are at risk in terms of which stimulation at home and the possibility to enrich the HLE through low threshold parent-child courses.
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