Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school
Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school
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DOI：
10.1111/j.1540-4560.2008.00550.x
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发表时间：
2008-01-01
影响因子：
3.9
通讯作者：
Taggart, Brenda
中科院分区：
文献类型：
--
作者：
Melhuish, Edward C.;Phan, Mai B.;Taggart, Brenda
本研究调查了家庭和学前环境的各个方面对入学和三年级结束时读写和计算成绩的影响。为了探索家庭学习环境和学前变量对儿童发展的影响，我们确定了具有意想不到的表现路径的个体（通过形成人口统计学调整组：超常、一般和差等）。应用于分层数据的多层模型允许在儿童和学前中心级别创建关于预期表现不同的组。这些多层次的分析表明，家庭学习环境对孩子的成长有强大的影响，而特定的学前教育中心对孩子的成长也有重要的影响。虽然减少了，但这种影响在几年后仍然存在。
This study investigates the influence of aspects of home and preschool environments upon literacy and numeracy achievement at school entry and at the end of the 3rd year of school. Individuals with unexpected performance pathways (by forming demographically adjusted groups: overachieving, average, and underachieving) were identified in order to explore the effects of the home learning environment and preschool variables on child development. Multilevel models applied to hierarchical data allow the groups that differ with regard to expected performance to be created at the child and preschool center levels. These multilevel analyses indicate powerful effects for the home learning environment and important effects of specific preschool centers at school entry. Although reduced, such effects remain several years later.