Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year

被引：30
|
作者：
McCormick, Meghan P. [1 ]
Weissman, Amanda Ketner [2 ]
Weiland, Christina [2 ]
Hsueh, JoAnn [1 ]
Sachs, Jason [3 ]
Snow, Catherine [4 ]
机构：
[1] MDRC, Families & Children Policy Area, 200 Vesey St,23rd Floor, New York, NY 10281 USA
[2] Univ Michigan, Dept Educ Studies, Ann Arbor, MI 48109 USA
[3] Boston Publ Sch Syst, Dept Early Childhood, Bengaluru, India
[4] Harvard Grad Sch Educ, Dept Human Dev & Educ, Cambridge, MA USA
来源：
DEVELOPMENTAL PSYCHOLOGY | 2020年 / 56卷 / 04期
关键词：
parental engagement; home-based learning; academic skills; prekindergarten; PARENTAL INVOLVEMENT; MATERNAL EDUCATION; LITERACY SKILLS; HEAD-START; ACHIEVEMENT; MATH; MATHEMATICS; NUMERACY; LANGUAGE; PROGRAM;
D O I：
10.1037/dev0000891
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequency with which parents (N = 307) engaged in unconstrained and constrained language/literacy and math activities at home. Unconstrained language activities predicted gains in children's language skills, and unconstrained math activities were associated with gains in math skills. Both associations were larger for families with lower versus higher levels of parental education. Engagement in constrained activities did not predict gains in skills. Implications for practice and research are discussed.
引用
收藏
页码：710 / 726
页数：17
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