How the home learning environment contributes to children's early science knowledge - Associations with parental characteristics and science-related activities
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Author (Corporation)
Publication date
2021
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Collections
Type
01A - Journal article
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Parent work
Early Childhood Research Quarterly
Special issue
DOI of the original publication
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Series
Series number
Volume
56
Issue / Number
Pages / Duration
294-305
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Publisher / Publishing institution
Elsevier
Place of publication / Event location
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Abstract
Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children’s science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activities with their children is associated with children’s science knowledge, (2) structural family characteristics as well as parental interest in science are associated with the frequency of these activities, and (3) associations of structural family characteristics and parental interest in science with children’s knowledge are mediated by science-related activities. The results emphasize the important role of parents in children’s early science education.
Keywords
home learning environment, preschool, early science education, mediation analysis
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ISBN
ISSN
1873-7706
0885-2006
0885-2006
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Junge, K., Schmerse, D., Lankes, E.-M., Carstensen, C. H., & Steffensky, M. (2021). How the home learning environment contributes to children’s early science knowledge - Associations with parental characteristics and science-related activities. Early Childhood Research Quarterly, 56, 294–305. https://doi.org/10.1016/j.ecresq.2021.04.004