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- Publisher Website: 10.1016/j.cedpsych.2018.06.001
- Scopus: eid_2-s2.0-85048079072
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Article: Making a difference to children's reasoning skills before school-entry: The contribution of the home learning environment
Title | Making a difference to children's reasoning skills before school-entry: The contribution of the home learning environment |
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Authors | |
Keywords | Fluid reasoning Preschool children Non-intensive intervention Home learning environment (HLE) Concept Formation |
Issue Date | 2018 |
Citation | Contemporary Educational Psychology, 2018, v. 54, p. 79-88 How to Cite? |
Abstract | © 2018 Elsevier Inc. Children's cognitive development is facilitated by interactions with more knowledgeable others. Such interactions occur in children's families in the context of the home learning environment (HLE). Consequently, quality enhancements of the HLE may also improve children's cognitive abilities. A non-intensive intervention was developed to improve both the HLE and children's cognitive abilities in a sample of 116 four-year-old Australian children and their parents. The intervention consisted of parents or caregivers attending a parents’ evening at which the importance of the HLE was discussed, and an additional individual session that introduced the principles of counting and dialogic reading. The HLE and children's fluid reasoning were assessed before and twice after the intervention. Families and their children in the intervention group showed significantly greater gains in both the quality of the HLE and children's fluid reasoning than members of the control group and these differences were sustained over time. Consequently, non-intensive family interventions may positively impact on the HLE and children's cognitive abilities and thus influence children's learning trajectories. |
Persistent Identifier | http://hdl.handle.net/10722/273625 |
ISSN | 2023 Impact Factor: 3.9 2023 SCImago Journal Rankings: 3.863 |
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 | 2019-08-12T09:56:11Z | - |
dc.date.available | 2019-08-12T09:56:11Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Contemporary Educational Psychology, 2018, v. 54, p. 79-88 | - |
dc.identifier.issn | 0361-476X | - |
dc.identifier.uri | http://hdl.handle.net/10722/273625 | - |
dc.description.abstract | © 2018 Elsevier Inc. Children's cognitive development is facilitated by interactions with more knowledgeable others. Such interactions occur in children's families in the context of the home learning environment (HLE). Consequently, quality enhancements of the HLE may also improve children's cognitive abilities. A non-intensive intervention was developed to improve both the HLE and children's cognitive abilities in a sample of 116 four-year-old Australian children and their parents. The intervention consisted of parents or caregivers attending a parents’ evening at which the importance of the HLE was discussed, and an additional individual session that introduced the principles of counting and dialogic reading. The HLE and children's fluid reasoning were assessed before and twice after the intervention. Families and their children in the intervention group showed significantly greater gains in both the quality of the HLE and children's fluid reasoning than members of the control group and these differences were sustained over time. Consequently, non-intensive family interventions may positively impact on the HLE and children's cognitive abilities and thus influence children's learning trajectories. | - |
dc.language | eng | - |
dc.relation.ispartof | Contemporary Educational Psychology | - |
dc.subject | Fluid reasoning | - |
dc.subject | Preschool children | - |
dc.subject | Non-intensive intervention | - |
dc.subject | Home learning environment (HLE) | - |
dc.subject | Concept Formation | - |
dc.title | Making a difference to children's reasoning skills before school-entry: The contribution of the home learning environment | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.cedpsych.2018.06.001 | - |
dc.identifier.scopus | eid_2-s2.0-85048079072 | - |
dc.identifier.volume | 54 | - |
dc.identifier.spage | 79 | - |
dc.identifier.epage | 88 | - |
dc.identifier.eissn | 1090-2384 | - |
dc.identifier.isi | WOS:000442716200007 | - |
dc.identifier.issnl | 0361-476X | - |