Persistent Preschool Quality and Home Learning Environmental Effects and the Moderating Role of Early Risk

• In Event: Home and Family Contributions to Young Children's Development

Abstract

The present study investigates how preschool quality and the early years home learning environment (HLE) is associated with children’s social and academic outcomes at age 12 and how effects are moderated by social background, early risk indicators and early competencies by using longitudinal data (N=547). We found that preschool quality is associated with lower conduct problems, and higher mathematical skills at age 12 whereas early HLE is associated with higher mathematical and reading skills at age 12. Furthermore, age 3 mathematical skills moderated the association between preschool quality and mathematical skills, while the early risk index moderated the association between preschool quality and social outcomes in early adolescence. Thus, preschool quality makes the difference especially for children at risk.

Authors

• Simone Lehrl, University of Bamberg

• Hans-Guenther Rossbach, Otto Friedrich University Bamberg

• Sabine Weinert, University of Bamberg