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



Professorship/Faculty: Early Childhood Education and Care ; Developmental Psychology  
Authors: Anders, Yvonne ; Roßbach, Hans-Günther ; Weinert, Sabine  ; Ebert, Susanne; Kuger, Susanne ; Lehrl, Simone ; von Maurice, Jutta
Publisher Information: Bamberg : OPUS
Year of publication: 2012
Pages / Size: S. 231 - 244: Ill.
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
Document Type: Other
Abstract: 
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.
SWD Keywords: Vorschulerziehung ; Rechenfähigkeit ; Längsschnittuntersuchung ; Online-Publikation
DDC Classification: 370 Education 
RVK Classification: DK 2000   CQ 9000   
URI: https://fis.uni-bamberg.de/handle/uniba/461
Release Date: 25. July 2012

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