The impact of pre-school on young children's cognitive attainments at entry to reception.

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How did the home learning environment affect children's development?

Differences in the home learning environment showed a number of links to good performance on the school entry assessments (attainment), net of any other effects.

Informal 'teaching' of the alphabet through drawing attention to letters in a range of contexts showed a strong, positive relationship with attainment in pre-reading, language and early number concepts. The link was especially strong for pre-reading, larger than the effect of mother's qualification level.
The frequency with which parents read to their child was linked to higher scores for pre-reading, language and early number skills.
Children who visited the library with their parents gained slightly higher scores in pre-reading, language and early number skills.
Children who were taught songs or nursery rhymes did better on the language assessments.
Children who played with letters and numbers had better scores for pre-reading, and early number concepts.
The frequency with which children painted or drew had a positive impact on early number concepts.

The researchers found links between children's early attainment and their interaction with others.

Children who were looked after by carers other than their parents (e.g. relatives or childminders) scored more highly in pre-reading and language than those who had only ever been looked after by their own parents.
Children who played with others at home more than three times a week showed lower scores in language than those who played at home with others less frequently.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the main factors that affected children’s early progress? How did the home learning environment affect children's development? How did family background affect children's development? How did individual differences affect children's development? How did the length of time that children spent attending pre-school affect their attainment? What conclusions did the researchers draw from their study? What were the aims of this study and how was it designed? What are the implications of the study for practitioners? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader The impact of pre-school on young children's cognitive attainments at entry to reception. This digest found in Early years Send to a friend Word doc 70KB Printer friendly Collate for later How did the home learning environment affect children's development? Differences in the home learning environment showed a number of links to good performance on the school entry assessments (attainment), net of any other effects. Informal 'teaching' of the alphabet through drawing attention to letters in a range of contexts showed a strong, positive relationship with attainment in pre-reading, language and early number concepts. The link was especially strong for pre-reading, larger than the effect of mother's qualification level. The frequency with which parents read to their child was linked to higher scores for pre-reading, language and early number skills. Children who visited the library with their parents gained slightly higher scores in pre-reading, language and early number skills. Children who were taught songs or nursery rhymes did better on the language assessments. Children who played with letters and numbers had better scores for pre-reading, and early number concepts. The frequency with which children painted or drew had a positive impact on early number concepts. The researchers found links between children's early attainment and their interaction with others. Children who were looked after by carers other than their parents (e.g. relatives or childminders) scored more highly in pre-reading and language than those who had only ever been looked after by their own parents. Children who played with others at home more than three times a week showed lower scores in language than those who played at home with others less frequently.