Volume 39 Issue 5
Sep.  2019
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LI Huihui. The Initiatives and Implications to Improve the Home Learning Environment in OECD Member Countries[J]. The journal of xinyang normal university (philosophy and social science edition), 2019, 39(5): 28-33. doi: 10.3969/j.issn.1003-0964.2019.05.005
Citation: LI Huihui. The Initiatives and Implications to Improve the Home Learning Environment in OECD Member Countries[J]. The journal of xinyang normal university (philosophy and social science edition), 2019, 39(5): 28-33. doi: 10.3969/j.issn.1003-0964.2019.05.005

The Initiatives and Implications to Improve the Home Learning Environment in OECD Member Countries

doi: 10.3969/j.issn.1003-0964.2019.05.005
  • Received Date: 2019-04-10
  • Publish Date: 2019-09-10
  • An extensive body of research has shown that Home Learning Environment (HlE) not only has direct and significant associations with children's cognitive development and social functioning, but also serves as a protective factor against low socio-economic state (SES). Since the 1990s, in order to improve HLE, the OECD member countries take some measures, such as providing families with learning materials and resources; organizing diverse programs to empower parents to engage in their children's learning and supporting parents to develop a successful curriculum in home. Those initiatives can bring us important inspiration to improve the HLE in our country.
  • [1] MELHUISH E. Why children, parents and home learning are important. Early Childhood Matters:Evidence from the Effective Preschool and Primary Education Project[M]. London:Routledge, 2010.
    [2] MURRAY A D, YINGLING J L. Competence in language at 24 months:relations with attachment security and home stimulation[J]. Journal of Genetic Psychology, 2000, 161(2):133-140.
    [3] BORKOWSKI J G, RAMEY S L, BRISTOL-POWER M. Parenting and the Child's World:Influences on Academic, Intellectual, and Social-Emotional Development[M]. London:Monographs in Parenting, 2002.
    [4] CUNNINGHAM A E, STANOVICH K E. Early reading acquisition and its relation to reading experience and ability 10 years later.[J]. Developmental Psychology, 1997, 33(6):934-945.
    [5] GRIFFIN E A, MORRISON F J. The Unique Contribution of Home Literacy Environment to Differences in Early Literacy Skills[J]. Early Child Development & Care, 1997, 127(1):233-243.
    [6] YOUNG-LOVERIDGE, JENNIFER M. The relationship between children's home experiences and their mathematical skills on entry to school[J]. Early Child Development and Care, 1989, 43(1):43-59.
    [7] MELHUISH E C, PHAN M B, SYLVA K, et al. Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School[J]. Journal of Social Issues, 2010, 64(1):95-114.
    [8] FOSTER M A, LAMBERT R, ABBOTT-SHIM M, et al. A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes[J]. Early Childhood Research Quarterly, 2005, 20(1):0-36.
    [9] 李艳玮,李艳芳,刘丽莎,等.家庭学习环境对儿童早期学业和社会技能的作用[J].心理发展与教育,2013(3):268-276.
    [10] HALGUNSETH L. Family Engagement, Diverse Families, and Early Childhood Education Programs:An Integrated Review of the Literature[J]. Yc Young Children, 2009, 64(5):56-58.
    [11] ANTHONY J L. Evaluation of the Raising a Reader and Family Nights Programs with At-Risk Preschool Children[J]. Society for Research on Educational Effectiveness, 2009:10.
    [12] 钱德勒·巴伯,尼塔·H.巴伯,帕特丽夏·史高利.家庭、学校与社区建立儿童教育的合作关系(第4版)[M].丁安睿,王磊,译.南京:江苏教育出版社,2013.
    [13] SYLVA K, MELHUISH E, SAMMONS P, et al. The Effective Provision of Pre-School Education (EPPE) Project:Final Report:A Longitudinal Study Funded by the DfES[EB/OL]. (2005-03-01)[2018-12-20].https://core.ac.uk/download/pdf/83522.pdf.
    [14] HUEBNER C E, PAYNE K. Home support for emergent literacy:Follow-up of a community-based implementation of dialogic reading[J]. Journal of Applied Developmental Psychology, 2010, 31(3):195-201.
    [15] 三公仔·爱子有方.九城市育儿现状大调查八成父母缺乏育儿知识[J].父母必读,2010(8):15.
    [16] 蔡迎旗,谢娜.武汉市0~3岁婴幼儿家庭教养现状及改进建议[J].学前教育研究,2017(12):37-48.
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The Initiatives and Implications to Improve the Home Learning Environment in OECD Member Countries

doi: 10.3969/j.issn.1003-0964.2019.05.005

Abstract: An extensive body of research has shown that Home Learning Environment (HlE) not only has direct and significant associations with children's cognitive development and social functioning, but also serves as a protective factor against low socio-economic state (SES). Since the 1990s, in order to improve HLE, the OECD member countries take some measures, such as providing families with learning materials and resources; organizing diverse programs to empower parents to engage in their children's learning and supporting parents to develop a successful curriculum in home. Those initiatives can bring us important inspiration to improve the HLE in our country.

LI Huihui. The Initiatives and Implications to Improve the Home Learning Environment in OECD Member Countries[J]. The journal of xinyang normal university (philosophy and social science edition), 2019, 39(5): 28-33. doi: 10.3969/j.issn.1003-0964.2019.05.005
Citation: LI Huihui. The Initiatives and Implications to Improve the Home Learning Environment in OECD Member Countries[J]. The journal of xinyang normal university (philosophy and social science edition), 2019, 39(5): 28-33. doi: 10.3969/j.issn.1003-0964.2019.05.005
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