Fathers’ and mothers’ home learning environments and children’s early academic outcomes

The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (...

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Bibliographic Details
Published in:Reading & writing 2016-11, Vol.29 (9), p.1845-1863
Main Authors: Foster, Tricia D., Froyen, Laura C., Skibbe, Lori E., Bowles, Ryan P., Decker, Kalli B.
Format: Article
Language:English
Subjects:
Academic Achievement
Early Childhood Education
Education
Educational Attainment
Educational Environment
Families & family life
Family Environment
Fathers
Grade 2
Kindergarten
Language and Literature
Learning environment
Learning outcomes
Linguistics
Literacy
Mathematics Skills
Mothers
Neurology
Parent participation
Parent Role
Predictor Variables
Preschool Children
Preschool education
Psycholinguistics
Reading Skills
Social Sciences
Structural Equation Models
Young Children
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Summary:The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers ( n  = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p  
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-016-9655-7