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- Publisher Website: 10.1080/09669760.2016.1155147
- Scopus: eid_2-s2.0-84961392020
- WOS: WOS:000386894800002
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Article: Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment
Title | Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment |
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Authors | |
Keywords | non-intensive intervention numeracy Home learning environment literacy early childhood |
Issue Date | 2016 |
Citation | International Journal of Early Years Education, 2016, v. 24, n. 2, p. 121-142 How to Cite? |
Abstract | © 2016 Informa UK Limited, trading as Taylor & Francis Group. ABSTRACT: In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. |
Persistent Identifier | http://hdl.handle.net/10722/273553 |
ISSN | 2023 Impact Factor: 1.3 2023 SCImago Journal Rankings: 0.403 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Niklas, Frank | - |
dc.contributor.author | Cohrssen, Caroline | - |
dc.contributor.author | Tayler, Collette | - |
dc.date.accessioned | 2019-08-12T09:55:55Z | - |
dc.date.available | 2019-08-12T09:55:55Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | International Journal of Early Years Education, 2016, v. 24, n. 2, p. 121-142 | - |
dc.identifier.issn | 0966-9760 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273553 | - |
dc.description.abstract | © 2016 Informa UK Limited, trading as Taylor & Francis Group. ABSTRACT: In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. | - |
dc.language | eng | - |
dc.relation.ispartof | International Journal of Early Years Education | - |
dc.subject | non-intensive intervention | - |
dc.subject | numeracy | - |
dc.subject | Home learning environment | - |
dc.subject | literacy | - |
dc.subject | early childhood | - |
dc.title | Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/09669760.2016.1155147 | - |
dc.identifier.scopus | eid_2-s2.0-84961392020 | - |
dc.identifier.volume | 24 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 121 | - |
dc.identifier.epage | 142 | - |
dc.identifier.eissn | 1469-8463 | - |
dc.identifier.isi | WOS:000386894800002 | - |
dc.identifier.issnl | 0966-9760 | - |