Good home learning in early years boosts your secondary school achievements
July 7, 2019
Science Daily/Taylor & Francis Group
The positive effects of a rich home learning environment during a child's early years continue into adolescence and help improve test scores later in life, according to a new study published in School Effectiveness and School Improvement.
This research shows pre-schoolers whose parents regularly read and talked about books with them scored better on math tests at age 12. The study, lead by Dr Simone Lehrl of the University of Bamberg, is one of the first to provide detail on the importance of early years home learning on children's development up to early adolescence.
Researchers studied 229 German children from age three until secondary school and participants' literacy and numeracy skills were tested annually in their three years of preschool (ages 3-5), and again when they were 12 or 13 years old.
They found that children gained from home stimulation in their preschool years in literacy, language and arithmetic skills which, in turn, led to higher outcomes in reading and mathematical skills in secondary school, regardless of the home learning environment then.
Dr Lehrl said: "Our results underline the great importance of exposing children to books for development not just in literacy but numeracy too: early language skills not only improve a child's reading but also boost mathematical ability.
"Encouraging caregivers to engage with their children in direct literacy activities, shared book reading and advanced verbal interactions during reading, and to include language and mathematical content during these activities, should promote children's reading and mathematical abilities in secondary school. Such experiences lay a strong foundation for later school success."
Formal literacy activities not only boosted language skills and reading comprehension but also improved numerical skills. Book exposure and the quality of verbal interactions regarding mathematical content during shared book reading (for example, talking about numbers and counting) when children were of preschool age were also associated with better math outcomes at age 12. The effect also worked the other way with the quality of parent-child interaction regarding mathematics also improving children's language skills.
Aspects of the children's home learning environment -- formal literacy and numeracy activities, book exposure (parents owning books and reading to the child), and the quality of verbal parent-child interactions regarding language and mathematics -- were also assessed and researchers ensured they accounted for background variables, such as gender, maternal education and socio-economic status, which affect the home learning environment in the results.
https://www.sciencedaily.com/releases/2019/07/190707215816.htm
Reading with toddlers linked to reduced harsh parenting, enhanced child behavior
May 23, 2019
Science Daily/Rutgers University
People who regularly read with their toddlers are less likely to engage in harsh parenting and the children are less likely to be hyperactive or disruptive, a Rutgers-led study finds.
Previous studies have shown that frequent shared reading prepares children for school by building language, literacy and emotional skills, but the study by Rutgers Robert Wood Johnson Medical School researchers may be the first to focus on how shared reading affects parenting.
The study, published in the Journal of Developmental & Behavioral Pediatrics, suggests additional benefits from shared reading -- a stronger parent-child bond and less hyperactivity and attention problems in children.
"For parents, the simple routine of reading with your child on a daily basis provides not just academic but emotional benefits that can help bolster the child's success in school and beyond," said lead researcher Manuel Jimenez, an assistant professor at Rutgers Robert Wood Johnson Medical School's department of pediatrics, and an attending developmental behavioral pediatrician at Children's Specialized Hospital. "Our findings can be applied to programs that help parents and caregivers in underserved areas to develop positive parenting skills."
The study reviewed data on 2,165 mother-child pairs from 20 large U.S. cities in which the women were asked how often they read to their children at ages 1 and or 3. The mothers were re-interviewed two years later, about how often they engaged in physically and/or psychologically aggressive discipline and about their children's behavior. The study controlled for factors such as parental depression and financial hardship that can contribute to harsh parenting and children's disruptive behavior.
The results showed that frequent shared reading at age 1 was associated with less harsh parenting at age 3, and frequent shared reading at age 3 was associated with less harsh parenting at age 5. Mothers who read frequently with their children also reported fewer disruptive behaviors from their children, which may partially explain the reduction in harsh parenting behaviors.
The findings can strengthen programs that promote the academic, emotional and socioeconomic wellbeing of children, the authors said.
https://www.sciencedaily.com/releases/2019/05/190523111403.htm