5. Home Learning Environment Flashcards
what is HLE
home enviro that can have an impact on a childs developement
doung et al (2020)
meta analysis of Home Literacy Environment studies
reviewed 59 studies examining the relationshipwith childrens reading comprehension
found overll a moderate positive correlation
parent involvement in literacy activities had the strongest relationshio (vs home literacy resources )
daucourt et al (2021)
meta-analysis of home mathematics enviroment
reviewed 64 studies examining the relationship with different mathematics outcomes
found overall a small positive correlation
strength of the relationship differed for different aspects of the HME and different mathematics measures
2008
melhuish et al
longitudinal study, 2800 children 3,5,7
standardised assessments of general ability, literacy, numeracy aged 3 and 5
HLE score screated that included the frequency that parents engaged in acitivities including:
- reading to child
- going to library
- teaching child numbers
- songs/ rhymes
- found that activities that parents do with their 3 year ols children can predict learning outcomes up to 4 years later
SES and HLE
association between SES and HLE
dilworth-bart (2012)- found that maternal education and income related to HLE scores, measured in interview and observation
Melhuish et al (2008)- found that SES and parental education were moderately associated with HLE
potential limittations on studies on HLE
- multiple explainations couls explain SES, HLE and childrens outcomes
- measurement of SES is complex, they use restricted samples
- measurement of HLE are associated with outcomes after controlling for demographic factors
cultures relation to HLE
typically focused on western families, how about others
- leFevre at al (2010)- differences between greek and canadian parents but HLE were related to childrens outcomes in both groups
- Susperreguy et al (2022) investigated HLE in cansda, mexico and chile , found differences in parents’ expectations and practicies
relationships between HLE and childrens outcomes have been found in studies conducted in many countries
measuring HLE
questionnaires
interviews- used less frequently
cahoon et al (2017) used semi structured interviews a and a thematic analysis to identity common themes
observations - levene et al (2010) observed parents and toddlers playing together and coded parents use of number words
other factors
diary studied- can provide more accurate information
factors of HLE
- quantitiy or frequency that parents do a certain activity with their child
- qualiity of parent- child interaction
- parent expectaions
- parent attitudes
quantity of activities, formal informal examples
formal- doing simp;le sums, games involving maths, writing a childs name, expaining new words
informal, board games, counting songs , shared book reading
evidence that relationships with children’s skills are stronger for formal/direct activities than informal activities
puglisi et al (2017)- found that direct literacy instruction was a more important predictor of children’s language and literacy skills than storybook exposure
or that formal and informal activties related to different outcomes (skwarchuk et al, 2014)
informal literacy- vocab
formal literacy- reading
informal numeracy- nonsymbolic arithmetic
formal numeracy- symbolicnumber knowledge
measured by observations
quality of interactions
Ramani et all (2015) videoed interactions between parent and child, measured of quality and quantity wwere related to different numerical skills
expectations
matrini and senechal (2012)- explored parents literacy expectations
found expectations were directly related to childrens emergent reading and letter knowledge even after controllong for formal literacy practices
also related to how frequently they reported teaching their child letters sounds and reading
attitudes
susperreguy et al (2020), explored parental attitudes with chillean families. parents with more pos attitudes to maths engaged in more formal numerical activities but not informal ones
multiple aspects
schwarchuk et al (2014) combined many factors into a model for HLE
parental attitudes and expectations are associayed with childrens outcomes both directly and indirectly
formal and informal activities are related to different out comes
intervention studies
some focused interventions canbe good but research shows theres little evidence that theyare effective
1. gorrad and see (2013)- reviewed existing evidence for parental interventions- lack of quality research, poor measures and small scale
2. cahoon et al (2023) reviewed interventions focused on children aged 3-5 years - most were light-touch interventions- minimal effect on outcomes
why might correlational evidence not translate to successful interventions?
- inconsistent findings betweenn HLE and childrens outcomes
- the observed correlations may be due to unmeasured factors
- the observed correlations may be due to a causal relaationship inthe oppositte direction
- challenges fofr parent involvement in HLE - (parental time and resources, expensive to do well)
unmeasured factors
puglisi et al (2017)- researched relationship between HLE, childrens lang and literacy skills
found that shared book readinf was not a sig predictor of a childs outcomes when controlling for maternal lang
casual direction
englund et al (2004) evidence for a bi-directional reltionship between HLE- predicted child outcomes and child outcomes predicted parents activities and expectations
