Children’s cognitive development has a neural
basis, yet children’s learning is facilitated by interactions
with more knowledgeable others. Young children experi￾ence such interactions in the context of the home learning
environment (HLE), when parents support children’s
thinking and learning during everyday activities. Conse￾quently, one way to improve children’s cognitive abilities
may be to enhance the quality of the HLE. In this study a
non-intensive intervention was developed to improve both,
HLE and children’s cognitive abilities. The sample con￾sisted of 113 Australian 4-year-old children and their par￾ents. All parents were invited to participate in a two-part
intervention that included firstly attending a group meeting
at which information regarding the HLE was provided, and
secondly participating in an additional individual session
that introduced the principles of counting and dialogic
reading. HLE and children’s concept formation, as an
indicator of fluid reasoning, were assessed before and after
the intervention. Families and children in the intervention
group showed significantly greater gains than the control
group, both in the quality of HLD and the children’s con￾cept formation than members of the control group. Results
indicate that non-intensive family interventions may posi￾tively impact on HLE and children’s fluid reasoning.

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Perpustakaan FITK Pusat

Tersedia

• Home Learning Environment and Concept Formation: A Family Intervention Study with Kindergarten Children

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