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Tytuł pozycji:

ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development.

Tytuł:
ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development.
Autorzy:
Hoyne C; Department of Psychology, Mary Immaculate College, University of Limerick, Limerick V94 VN26, Ireland.
Egan SM; Department of Psychology, Mary Immaculate College, University of Limerick, Limerick V94 VN26, Ireland. Electronic address: .
Źródło:
Journal of experimental child psychology [J Exp Child Psychol] 2022 Sep; Vol. 221, pp. 105424. Date of Electronic Publication: 2022 Apr 18.
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
Język:
English
Imprint Name(s):
Publication: New York, NY : Academic Press
Original Publication: New York.
MeSH Terms:
Birth Cohort*
Learning*
Child, Preschool ; Cognition ; Cohort Studies ; Humans ; Parent-Child Relations
Contributed Indexing:
Keywords: British Ability Scales; Cognitive development; Growing Up in Ireland; Home learning environment; Nonverbal reasoning; Vocabulary
Entry Date(s):
Date Created: 20220421 Date Completed: 20220613 Latest Revision: 20220621
Update Code:
20240104
DOI:
10.1016/j.jecp.2022.105424
PMID:
35447427
Czasopismo naukowe
The aim of this study was to examine the role of different types of home learning activities, such as reading, singing, painting, playing games, and letters and numbers (ABCs and 123 s), in the development of nonverbal reasoning skills in young children. Although much previous research has focused on the role of the home learning environment in the development of language and numeracy skills, few studies have explored other aspects of cognitive development such as nonverbal reasoning. The data were drawn from the Growing Up in Ireland study, a nationally representative longitudinal birth cohort study. We examined whether learning activities were associated with scores on standardized nonverbal reasoning and vocabulary tests of the British Ability Scales in a sample of 9793 3-year-old children. The regression models also controlled for other factors that potentially influence cognitive development such as the parent-child relationship and maternal education. The findings indicate that activities such as reading, games, and painting/drawing have a small but statistically significant association with nonverbal reasoning scores, as well as with vocabulary scores, even after controlling for other factors in the model. Teaching the alphabet or numbers did not make significant contributions to the model. The findings of the study highlight the importance of considering the role of different types of home learning activities, as well as other environmental factors, in different aspects of cognitive development. We consider the implications of the findings for theories of cognitive development and for supporting cognitive development in young children.
(Copyright © 2022 Elsevier Inc. All rights reserved.)

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