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首页> 外文期刊>Applied developmental science >Early home learning environment predicts children's 5th grade academic skills
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Early home learning environment predicts children's 5th grade academic skills

机译：早期的家庭学习环境可以预测儿童的五年级学习技能

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摘要

We examined whether the early learning environment predicts children's 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children's pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children's early learning environment comprised measures of literacy activities, the quality of mothers' engagements with children, and learning materials assessed at 14 months, 2 and 3 years, and at pre-kindergarten; learning environments were again assessed in 5th grade. At pre-kindergarten and in 5th grade, children were assessed on pre-academic and academic skills respectively. Early learning environments predicted children's 5th grade academic skills, and children's pre-kindergarten skills and 5th grade learning environment mediated longitudinal associations. The early learning environment supports the emergence of pre-academic skills that are stable into early adolescence, and pathways generalize across ethnic/racial groups.
机译：我们检查了早期学习环境是否可以预测来自不同种族，低收入背景的2,204个家庭的儿童5年级技能；测试了儿童在幼儿园前与学校有关的技能和以后的学习环境的中介作用；并询问滞后联想是否会在白人，黑人，西班牙裔英语和西班牙裔西班牙语样本中普遍存在。儿童的早期学习环境包括识字活动，母亲与儿童互动的质量以及在14个月，2年和3年以及幼儿园前评估的学习材料的量度；五年级再次评估了学习环境。在幼儿园前和五年级，分别对孩子的学前和学业技能进行了评估。早期学习环境可以预测儿童的5年级学业技能，以及儿童幼儿园前的技能和5年级的学习环境介导的纵向联想。早期学习环境支持稳定到青春期的学前技能的出现，并且在民族/种族群体中普遍存在这种途径。

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