Trends in the Relationships Between Early Learning Activities, Parental Education, and Child Performance (PIRLS [Progress in International Reading Literacy Study], TIMSS [Trends in International Mathematics and Science Study])

• In Event: 25.046 - Large-Scale Assessments in International Settings: Methods and Practices

Abstract

The acquisition of early literacy skills prior to school can positively influence later educational outcomes. However, children from culturally and economically disadvantaged backgrounds often lack stimulating educational activities at home. This analysis provides empirical evidence for 37 education systems on the association between parental education and early learning activities as well as on the positive contribution of early learning activities to later achievement of students. It contributes to the literature by adding a cross-national perspective on trends in these relationships. The findings indicate that provisions to enhance engagement of parents in early learning activities can help to prepare the grounds of good schooling results and hold the potential to reduce the inequality gaps of students from disadvantaged backgrounds.

Authors

• Sabine Meinck, IEA Hamburg

• Agnes Stancel-Piątak, IEA Data Processing and Research Center