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

Faculty/Professorship: Early Childhood Education and Care ; Developmental Psychology  
Author(s): Anders, Yvonne ; Roßbach, Hans-Günther ; Weinert, Sabine  ; Ebert, Susanne; Kuger, Susanne ; Lehrl, Simone ; Maurice, Jutta von
Publisher Information: Bamberg : opus
Year of publication: 2012
Pages: 231-244 ; Illustrationen
Source/Other editions: Ursprünglich in: Early Childhood Research Quarterly : the scholarly journal of the National Association for the Education of Young Children (NAEYC). - Volume 27 ; Issue 2 ; 2nd Quarter 2012, S. 231 - 244: Ill.
Year of first publication: 2012
Language(s): English
Licence: German Act on Copyright 
URL: http://www.sciencedirect.com/science/article/pi...
URN: urn:nbn:de:bvb:473-opus4-6097
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.
GND Keywords: Vorschulerziehung ; Rechenfähigkeit ; Längsschnittuntersuchung ; Online-Publikation
DDC Classification: 370 Education  
RVK Classification: CQ 9000     DK 2000   
Type: Article
URI: https://fis.uni-bamberg.de/handle/uniba/461
Year of publication: 5. October 2012
Project: Langfristige Bedeutung früher Entwicklungen und Bildungserfahrungen in Kindergarten und Familie für den Bildungs- und Lebenserfolg junger Erwachsener im Alter von 18 Jahren (BiKSplus_3-18)
Entwicklungsbeziehungen zwischen kognitiv-sprachlichem Kompetenzerwerb, Selbststeuerung und Merkmalen der Erwachsenen-Kind-Interaktion (Teilprojekt 3)

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