Journal
DEVELOPMENTAL PSYCHOLOGY
Volume 46, Issue 5, Pages 1103-1118Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0020065
Keywords
home environment; parenting dynamics; school readiness; academic achievement; school transition; change analysis
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Funding
- NICHD NIH HHS [U10 HD38121, 5R01 HD27176-08] Funding Source: Medline
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In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,018) revealed an overall improvement in the home learning environment from 36 to 54 months of children's age, with 30.6% of parents of preschoolers displaying significant improvement in the home environment (i.e., changes greater than 1 SD) and with only 0.6% showing a decrease. More important, the degree of change uniquely contributed to the children's language but not to their academic skills. Home changes were more likely to be observed from mothers with more education and work hours and with fewer symptoms of depression.
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