Children's early home learning environment and learning outcomes in the early years of school
Notice bibliographique
Résumé
A large body of research has shown that the quality of the home learning environment during a child’s first three years of life is associated not only with cognitive development at age 4–5 years but also with educational achievement at school and beyond. A poor home learning environment, for example, has been shown to be associated, in the short term, with poorer language development, deficits in school readiness and impaired cognitive development by the age of 3 (Evans et al., 2010; Trentacosta et al., 2008; Vernon-Feagans, Garrett-Peters, Willoughby, & Mills-Koonce, 2012). In the long term, it is associated with poor academic achievement at school and lower levels of education, employment and earnings in adulthood (Pungello, Iruka, Dotterer, Mills-Koonce, & Reznick, 2009; Pungello et al., 2010). Different features of the home learning environment have been found to have different influences on early cognitive development (Gest, Freeman, Domitrovich, & Welsh, 2004; Hartas, 2012; Melhuish et al., 2008). Therefore, to develop effective interventions, researchers have focused on identifying the features of a stimulating home learning environment and the individual contribution of those features to children’s cognitive development and learning outcomes (Baker & Iruka, 2013). Many studies have examined the relationship between different types of home activities (as a proxy for the home learning environment) and children’s cognitive development (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2004). An activity such as parent–child play during daily routines promotes the expression of warm feelings and shared understanding, which are important for the development of communication abilities in early childhood. For example, in a study of 132 low-income families in the United States, Camp, Cunningham, and Berman (2010) showed that child–parent verbal interactions when children were between 10 and 18 months old were significantly related to the children’s expressive vocabulary at the age of 18–30 months. The importance of home learning experiences to children’s numeracy development has also been demonstrated in previous studies. In a study of 2,857 children from 141 preschool centres in the United Kingdom, Melhuish et al. (2008) found that home learning activities have a strong association with children’s numeracy skills at school entry. In another study from Canada, children’s mathematical skills in kindergarten and Grades 1 and 2 were shown to be correlated with the frequency in which they were involved in home activities such as cooking, and playing board and
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».