Home and preschool learning environments and their relations to the development of early numeracy skills

By Y. Anders, H. Rossbach, S. Weinert, Susanne Ebert, Susanne Kuger, Simone Lehrl, J. Maurice. 2012

590 citations recorded by the source corpus.

Preschool quality Home learning environment Numeracy skills Longitudinal study International childcare perspectives Cognitive development a b s t r a c t This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement—particularly gender, parental native language status (German/other), socioeconomic status, and mother’s educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6c84f43caf334a0fa9861148aa36c9e2961cf7f9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety, Home Numeracy Practices, and Numeracy Expectations (2017, background): “Socioeconomic status (SES) has been shown to influence children’s early math skills (Anders et al., 2012), but it is likely that those distal factors are mediated by proximal factors of the home”
Maternal Math Talk in the Home and Math Skills in Preschool Children (2016, background): “According to sociocultural theory (Rogoff, 2003; Vygotsky, 1978), these factors relate to the interactions that children have with caregivers at home as well as with other significant adults, such as teachers in the preschool setting (Anders et al., 2012; National Institute of Child Health and Human”
Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany (2013, methodology): “Based on the BiKS dataset, we recently examined the development of early numeracy skills and growth in this cognitive domain between the ages of 3 and 5 years while children move through preschool (Anders et al., 2012).”
Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs (2015, background): “In fact, some studies suggest that middle SES parents engage in relatively little intentional preparation for kindergarten mathematics, at least in comparison to language and literacy skills (Anders et al., 2012; Cannon & Ginsburg, 2008; LeFevre et al., 2009).”
Improving Preschoolers’ Numerical Abilities by Enhancing the Home Numeracy Environment (2016, background): “The impact of the HNE on precursors of numeracy acquisition has been explored in several studies (e.g., Anders et al., 2012; Dearing et al., 2012; Kleemans, Peeters, Segers, & Verhoeven, 2012), and a first intensive family intervention study successfully improved preschool children’s numerical…”
TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning. (2013, methodology): “This was contrary to expectations, and Anders et al. (2012) observed that one reason for this may be that the assessment used to measure numeracy skills required not only numeracy but also language skills.”
Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “High-quality preschool education programs seem to be a prerequisite for substantial and long-lasting beneficial effects (Anders et al., 2013; Anders et al., 2012; Anders et al., 2011; Melhuish et al., 200; Melhuish et al., 2013; Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2011; Vandell…”
Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2020, background): “Similarly, Anders et al. (2012) found that a measure of literacy stimulation which comprised formal and informal activities in the home literacy environment predicted numerical skills even better than a measure of the stimulation of mathematics which included formal and informal numeracy activities…”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “…in section 2.2.2.) because starting kindergarten with well-developed number sense is an important predictor of more advanced math skills (e.g., Anders et al., 2012; Aunola, Leskinen, Lerkkanen, & Nurmi, 2004; Duncan et al., 2007; Geary, Hoard, Nugent, & Bailey, 2013; Jordan, Glutting, Dyson,…”
Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement (2017, background): “Similarly, supportive family environments also predict early numeracy skills and later math ability; more specifically, fewer learning materials in the home and fewer academically engaging parent–child interactions forecast poorer math skills in areas like counting, identifying numbers, and performi”