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How the home learning environment contributes to children's early science knowledge : Associations with parental characteristics and science-related activities. / Junge, Katharina; Schmerse, Daniel; Lankes, Eva-Maria; Carstensen, Claus H.; Steffensky, Mirjam.

In: Early Childhood Research Quarterly, Vol. 56, 08.05.2021, p. 294-305.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Junge, K, Schmerse, D, Lankes, E-M, Carstensen, CH & Steffensky, M 2021, 'How the home learning environment contributes to children's early science knowledge: Associations with parental characteristics and science-related activities', Early Childhood Research Quarterly, vol. 56, pp. 294-305. <https://doi.org/10.1016/j.ecresq.2021.04.004>

APA

Vancouver

Junge K, Schmerse D, Lankes E-M, Carstensen CH, Steffensky M. How the home learning environment contributes to children's early science knowledge: Associations with parental characteristics and science-related activities. Early Childhood Research Quarterly. 2021 May 8;56:294-305.

Author

Junge, Katharina ; Schmerse, Daniel ; Lankes, Eva-Maria ; Carstensen, Claus H. ; Steffensky, Mirjam. / How the home learning environment contributes to children's early science knowledge : Associations with parental characteristics and science-related activities. In: Early Childhood Research Quarterly. 2021 ; Vol. 56. pp. 294-305.

BibTeX

@article{8e5fbfb5e3184cbf9f9c0d132e6c308f,
title = "How the home learning environment contributes to children's early science knowledge: Associations with parental characteristics and science-related activities",
abstract = "Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activities with their children is associated with children's science knowledge, (2) structural family characteristics as well as parental interest in science are associated with the frequency of these activities, and (3) associations of structural family characteristics and parental interest in science with children's knowledge are mediated by science-related activities. The results emphasize the important role of parents in children's early science education.",
keywords = "Domain-specific learning in kindergarten and school, Home learning environment, Preschool children, Early science education, Mediation analysis",
author = "Katharina Junge and Daniel Schmerse and Eva-Maria Lankes and Carstensen, {Claus H.} and Mirjam Steffensky",
year = "2021",
month = may,
day = "8",
language = "English",
volume = "56",
pages = "294--305",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - How the home learning environment contributes to children's early science knowledge

T2 - Associations with parental characteristics and science-related activities

AU - Junge, Katharina

AU - Schmerse, Daniel

AU - Lankes, Eva-Maria

AU - Carstensen, Claus H.

AU - Steffensky, Mirjam

PY - 2021/5/8

Y1 - 2021/5/8

N2 - Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activities with their children is associated with children's science knowledge, (2) structural family characteristics as well as parental interest in science are associated with the frequency of these activities, and (3) associations of structural family characteristics and parental interest in science with children's knowledge are mediated by science-related activities. The results emphasize the important role of parents in children's early science education.

AB - Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activities with their children is associated with children's science knowledge, (2) structural family characteristics as well as parental interest in science are associated with the frequency of these activities, and (3) associations of structural family characteristics and parental interest in science with children's knowledge are mediated by science-related activities. The results emphasize the important role of parents in children's early science education.

KW - Domain-specific learning in kindergarten and school

KW - Home learning environment

KW - Preschool children

KW - Early science education

KW - Mediation analysis

M3 - Journal article

VL - 56

SP - 294

EP - 305

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -

ID: 1608713