A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Development of Numeracy and Literacy Skills in Early Childhood : A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties (2021)
Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M.-K. (2021). Development of Numeracy and Literacy Skills in Early Childhood : A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties. Frontiers in Education, 6, Article 725337. https://doi.org/10.3389/feduc.2021.725337
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Salminen, Jenni; Khanolainen, Daria; Koponen, Tuire; Torppa, Minna; Lerkkanen, Marja-Kristiina
Lehti tai sarja: Frontiers in Education
eISSN: 2504-284X
Julkaisuvuosi: 2021
Ilmestymispäivä: 28.10.2021
Volyymi: 6
Artikkelinumero: 725337
Kustantaja: Frontiers Media SA
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.3389/feduc.2021.725337
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/79043
Tiivistelmä
This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately for numeracy (HNE) and literacy (HLE) while their children were 2.5 years old and again while they were 5.5 years old. The results revealed both within-domain and cross-domain associations. Parents’ mathematical difficulties (MD) and reading difficulties (RD) and home numeracy environment predicted children’s numeracy and literacy skill development within and across domains. An evocative effect was found as well; children’s skills in counting, number sequence knowledge, number symbol identification, and letter knowledge negatively predicted later home numeracy and literacy activities. There were no significant indirect effects from parents’ RD, MD, or educational level on children’s skills via HLE or HNE. Our study highlights that parental RD and MD, parental education, and the home learning environment form a complex pattern of associations with children’s numeracy and literacy skills starting already in toddlerhood.
YSO-asiasanat: varhaislapsuus; taaperoikäiset; esikouluikäiset; matemaattiset taidot; kielellinen kehitys; lukutaito; perhetausta; kotiympäristö; pitkittäistutkimus
Vapaat asiasanat: numeracy skills; literacy skills; familial risk; home numeracy environment (HNE); home literacy environment (HLE)
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- Varhaiskasvatuksen prosessilaadun ja kasvattajien pedagogisten käytäntöjen pitkittäiset yhteydet lasten varhaisten taitojen kehitykseen
- Salminen, Jenni
- Suomen Akatemia
- Neo-PRISM-C: Lasten neurokehityksellisten pulmien optimaalisia ennustajia, riskitekijöitä ja interventioita
- Leppänen, Paavo
- Euroopan komissio
- Pathways to math difficulties -A longitudinal study from birth to school-age
- Torppa, Minna
- Euroopan komissio
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 1