Trajectories of parental involvement in home learning activities across the early years: associations with socio-demographic characteristics and children’s learning outcomes

ABSTRACT

This study examined the socio-demographic factors associated with trajectories of parental involvement in shared book reading and other home activities for children aged 2–6 years. The study uses data from 3836 families participating in Growing up in Australia: The Longitudinal Study of Australian Children. Latent growth curve models were estimated to describe associations between trajectories of parental involvement, socio-demographic factors, and children’s learning outcomes. Higher levels of parental involvement at 2 years were associated with better learning outcomes at 6 years. On average, the frequency of parental involvement in home learning activities decreased over time. Family socio-economic disadvantage and being a male child were associated with lower levels of parental involvement at age 2 years, and more rapid decreases in parental involvement in home activities over time. Continued attention is needed to identify effective strategies that can address inequalities in children’s home learning opportunities before children begin school.

KEYWORDS:

• Home learning environment
• shared reading
• early childhood
• parental involvement

Acknowledgements

This paper uses unit record data from Growing up in Australia: The Longitudinal S tudy of Australian children (LSAC). The LSAC study is conducted in partnership between the Department of Social Services (DSS), the Australian Institute of Family Studies (AIFS), and the Australian Bureau of Statistics (ABS). The findings and views reported in this paper are those of the authors and should not be attributed to the DSS, the AIFS, or the ABS.

Notes on contributors

Nicole Hayes is a Research Officer at Mater Research Institute, University of Queensland. She has a Ph.D. in early childhood education and development. Her research focus includes parenting and home environment influences on children’s early learning and development.

Donna Berthelsen is an Adjunct Professor in the School of Early Childhood at Queensland University of Technology. She is a developmental psychologist engaged in research that focuses on children’s early learning, early childhood education programmes, and the transition to school. The outcomes of her research inform social and educational policy and practice.

Jan Nicholson is the Inaugural Roberta Holmes Professor in the Judith Lumley Centre at La Trobe University. She has a Ph.D. in psychology with postdoctoral training in public health. Her research examines the influence of contemporary family, social, and organizational environments on children’s healthy development with a focus on vulnerable families.

Sue Walker is a Professor in the School of Early Childhood at Queensland University of Technology. She has a Ph.D. in early childhood education. Her research foci include early childhood social development, child outcomes in relation to inclusive early childhood education programmes, early intervention, and the transition to school.

Additional information

Funding

Jan M Nicholson is funded by the Australian Communities Foundation through the Roberta Holmes Chair for the Transition to Contemporary Parenthood Program (Coronella sub-fund).