Prokupek, LuisaLuisaProkupek0009-0008-8634-72702026-08-102026-08-102026https://fis.uni-bamberg.de/handle/uniba/116609Kumulative Dissertation, Otto-Friedrich-Universität Bamberg, 2026Early childhood education in the home learning environment is influenced by a dynamic interplay between available resources and the everyday challenges families face (Bojczyk et al., 2018; Crnic & Ross, 2017; Gessulat, 2022; Taylor & Conger, 2017). However, it is also clear that the home learning environment can be strengthened through various support systems (Anders et al., 2019) and that digital services are becoming increasingly important in this regard as they offer new opportunities to strengthen parental resources and enhance a stimulating home learning environment (Anders et al., 2023; Prokupek & Cohen, 2020). This dissertation examines specific resources in the home learning environment that contribute to strengthening educational processes in early childhood. Using an interdisciplinary perspective that links (early) education, sociology, and psychology, the dissertation provides deeper insights into the dynamics that influence children’s learning and development in a family context. Particular attention is paid to the concepts of the home learning environment, the adaptability of families during crises and challenging situations, and experiences of stress within the family. Considering previous models of early childhood education and development in a family context, it becomes clear that existing models offer different perspectives on educational processes in early childhood but do not sufficiently address the influence of various parental stressors on interactions between parents and children and on specific educational processes in the home learning environment, especially in light of societal challenges and crises. Furthermore, there is a lack of integration of dynamic model approaches, such as adapting the home learning environment to different familial circumstances. This highlights the necessity of a new model approach that addresses the problem described and conceptualises the dynamic interplay between available resources and the everyday challenges that must be overcome in family life. Therefore, this dissertation aims to contribute new findings on the relevance of specific resources in the home learning environment for strengthening early childhood educational processes through three sub-studies. Sub-study 1 examined the adaptability of the home learning environment to mild, moderate, and severe global stress, focusing on the provision of learning-stimulating activities in different family settings (single-parent families, two-parent families, and large families) during the first COVID-19 lockdown in Germany and the significance of various pandemic-related parental stressors, such as changes in parental employment and closures of daycare centres. To this end, the double ABCX model of family adaptation (McCubbin & Patterson, 1983) was applied to the context of child development within the home learning environment. Results showed that, on average, parental employment changed only slightly during the first lockdown in the examined family settings, while the proportion of parents working from home increased. However, all families experienced a significant decline in childcare hours outside the home, with single-parent families and large families being less affected than two-parent families. All examined family settings had comparable stress levels and a moderate level of social support at the start of the lockdown. During the lockdown, the frequency of learning-stimulating activities increased on average, with differences between the observed family settings. Additionally, a negative association was found between parental stress and adaptation of the home learning environment, particularly in large families. Concurrently, social support proved to be a protective factor against parental stress, especially in large families. At the same time, a supportive role distribution within the partnership had no demonstrable influence on the adaptability of the home learning environment. Using a mixed-method approach, sub-study 2 examined the relationship between parental stress and the home learning environment in single-parent families in Germany. The study aimed to identify specific stressors, risk factors, and protective factors that influenced the learning and development of young children in such families. In addition, Masarik and Conger’s (2017) family stress model was used to examine the effects of various stressors on parental behaviour (e.g., interaction and activities with the child). A mixed-methods approach was applied to gain a deeper understanding of the challenges faced by single-parent families and the adaptability of their home learning environment to everyday stress. Quantitative analyses showed that single-parent families had, on average, a lower socio-economic status than two-parent families and perceived their economic household situation to be significantly worse. Furthermore, in single-parent families, there was a significant positive relation between a better perceived economic household situation and the frequency of learning-stimulating activities. Qualitative analyses identified financial burdens as the main stressor, impairing the quality of parent-child interactions and the ability to provide a variety of learning-stimulating activities for the eleven single-parent families interviewed. This observation was also made for single-parent families whose socio-economic status was not necessarily considered low. Other stressors included time pressure, emotional stress (such as conflicts with the separated parent), and a lack of parental self-efficacy. Lastly, qualitative analysis identified protective factors such as high parental self-efficacy, problem-oriented coping strategies, a positive appraisal of one’s own situation, and access to support networks (e.g., emotional support from the family or friends, practical help such as childcare, and flexible forms of employment) as useful. Sub-study 3 examined the potential of a digital parenting app to support parents, particularly regarding the relationship between the intensity of app use, language-related parental self-efficacy, and early childhood language development in families with toddlers. Results showed that the intensity of app use was positively related to changes in language-related parental self-efficacy. This meant that the more tasks parents completed in the app, the more self-efficacious they felt in promoting their children’s early language development. In addition, a threshold analysis revealed a significant increase in language-related self-efficacy, particularly after 10 to 12 completed app tasks. This result provides important insights into the design of effective measures to support parental resources. In addition, changes in language-related parental self-efficacy were associated with changes in language-stimulating activities in toddlers’ home learning environments. Finally, the results revealed that the relationship between the intensity of app use and changes in the frequency of language-stimulating activities was entirely mediated by changes in language-related parental self-efficacy. In conclusion, the results of the three sub-studies provide valuable insights into the impact of global and individual crises on early childhood educational processes within various family settings, as well as the foundations for developing targeted support services during times of social challenges and crises. Promoting a deeper understanding of the interactions among parental stress, specific resources of the home learning environment, and their adaptability is a key objective. Furthermore, the findings emphasise the potential of digital family support measures, particularly digital parenting apps, by highlighting that these services increase access to information and facilitate low-threshold support without requiring physical presence. These insights are of critical importance for the development of targeted support measures and interventions that address the specific needs of families. The implications of these findings for research and educational practice are discussed in depth.engHäusliche LernumweltRessourcenfrühkindliche Bildungsprozesseelterlicher Stressfamiliale Anpassung370doctoralthesisurn:nbn:de:bvb:473-irb-116609x