Relationships between the Learning Environments of Family and Preschool with Regard to the Social Behaviour of Children - Results of an Empirical Study

In addition to high-quality stimulation in the home learning environment and a high quality of interaction at kindergarten, the connections between these two learning environments are also important for child development (Kluczniok et al., 2013; NICHD ECCRN, 2000). In an international context, four hypotheses on possible effects of the connection between these two learning environments are discussed: The Compensatory effect, the Matthew effect, Lost resources and Double risk (Kluczniok, 2017a). However, the state of research is very narrow and inconsistent - especially with regard to children's social competences. In addition, there is a research desideratum particularly at the level of individual children, since previous research has focused primarily on groups of children. Against this background, the present contribution examines the question of what relationships exist between domestic stimulation and child interaction quality at kindergarten (measured with in-CLASS) with regard to children's social behaviour at the target child level (N=241). Correlations show links between the extent of everyday domestic activities and the quality of child peer interactions. With regard to the interaction between domestic stimulation and child interaction quality, no joint effects on the social abilities of the children examined were found.