Differential effects of home and preschool learning environments on early language development
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Author (Corporation)
Publication date
09.04.2018
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01A - Journal article
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Parent work
British Educational Research Journal
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Volume
44
Issue / Number
2
Pages / Duration
338-357
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Publisher / Publishing institution
Wiley
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Abstract
The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children’s grammatical and vocabulary development between 2;6 and 4;0 years (N = 1331), quality of the home learning environment and quality of the preschool setting. Results showed that quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4 while effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium- and high-quality home learning environments in their vocabulary development. The results are compared to previous findings from the German ECEC context and discussed with respect to implications for policy-efforts to improve ECEC quality and ways how both learning environments act together on children’s development.
Keywords
home learning environment, preschool quality, language development
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ISBN
ISSN
0141-1926
1469-3518
1469-3518
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Closed
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Citation
Schmerse, D., Anders, Y., Flöter, M., Wieduwilt, N., Roßbach, H.-G., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332