How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities

Katharina Junge, Daniel Schmerse, Eva Maria Lankes, Claus H. Carstensen, Mirjam Steffensky

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

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.

Original languageEnglish
Pages (from-to)294-305
Number of pages12
JournalEarly Childhood Research Quarterly
Volume56
DOIs
StatePublished - 1 Jul 2021

Keywords

  • Early science education
  • Home learning environment
  • Mediation analysis
  • Preschool children

Fingerprint

Dive into the research topics of 'How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities'. Together they form a unique fingerprint.

Cite this