ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development

Clara Hoyne, Suzanne M. Egan*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

The aim of this study was to examine the role of different types of home learning activities, such as reading, singing, painting, playing games, and letters and numbers (ABCs and 123 s), in the development of nonverbal reasoning skills in young children. Although much previous research has focused on the role of the home learning environment in the development of language and numeracy skills, few studies have explored other aspects of cognitive development such as nonverbal reasoning. The data were drawn from the Growing Up in Ireland study, a nationally representative longitudinal birth cohort study. We examined whether learning activities were associated with scores on standardized nonverbal reasoning and vocabulary tests of the British Ability Scales in a sample of 9793 3-year-old children. The regression models also controlled for other factors that potentially influence cognitive development such as the parent–child relationship and maternal education. The findings indicate that activities such as reading, games, and painting/drawing have a small but statistically significant association with nonverbal reasoning scores, as well as with vocabulary scores, even after controlling for other factors in the model. Teaching the alphabet or numbers did not make significant contributions to the model. The findings of the study highlight the importance of considering the role of different types of home learning activities, as well as other environmental factors, in different aspects of cognitive development. We consider the implications of the findings for theories of cognitive development and for supporting cognitive development in young children.

Original languageEnglish
Article number105424
JournalJournal of Experimental Child Psychology
Volume221
DOIs
Publication statusPublished - Sep 2022

Funding

This research was supported by a Mary Immaculate College Departmental Assistantship awarded to Clara Hoyne.

FundersFunder number
Mary Immaculate College Departmental Assistantship

    Keywords

    • British Ability Scales
    • Cognitive development
    • Growing Up in Ireland
    • Home learning environment
    • Nonverbal reasoning
    • Vocabulary

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