Examining Early Childhood Language and Literacy Learning Opportunities in Relation to Maternal Education and Children’s Initial Skills

Abstract

In the present study, we examined relations between children’s language and literacy learning opportunities, initial skills, and maternal education. We assessed children’s (n = 1,751 in 461 early childhood classrooms) initial language and literacy skills using standardized measures, and caregivers reported maternal education via questionnaires. We coded classroom observations for the amount of language and literacy learning opportunities provided to individual children throughout the day. Maternal education and initial skills were both significantly and positively correlated with children’s learning opportunities, and maternal education was uniquely associated with learning opportunities when both predictors were included in hierarchical linear models. Notably, initial oral language skills also uniquely predicted learning opportunities, indicating that children whose mothers had lower levels of education and who had lower oral language skills experienced a double disadvantage. Results suggest that children at risk and most in need of greater learning opportunities are least likely to experience them.

Acknowledgements

The opinions expressed are those of the authors and do not necessarily represent views of the Institute or the U.S. Department of Education. The authors also wish to acknowledge the early childhood administrators and educators who partnered with us for purposes of this research, along with Laura Justice, Ann O’Connell, Dennis Sykes and the Early Childhood Quality Network, and the Ohio Department of Education’s Office of Early Learning and School Readiness.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of education, through Grant R305E100030 to The Ohio State University.