TY - JOUR
T1 - Exploring the role of home play and learning activities in socioemotional development at 36-months
T2 - Findings from a large birth cohort study
AU - Hoyne, Clara
AU - Egan, Suzanne M.
N1 - Publisher Copyright:
© 2024 The Authors
PY - 2024/12
Y1 - 2024/12
N2 - The purpose of this research was to examine the role of a range of play and learning activities in the home (e.g., painting, playing games, reading, singing and letters and numbers) in the socioemotional development of young children. While many previous studies have focused on the benefits of home learning activities for language and literacy outcomes, less research has examined the role of these individual activities in other aspects of development, such as prosocial behaviour. Using a bioecological framework, a secondary analysis of data from the nationally representative Growing Up in Ireland(GUI) Study was conducted. The sample consisted of 9793 children, aged 36 months (50.7 % male and 49.3 % female). The study examined if the frequency of engagement in different play activities predicted scores on measures of internalising, externalising and prosocial behaviours using the Strengths and Difficulties Questionnaire. Findings indicated that informal play activities such as games, painting and drawing, and reading predicted socioemotional development scores, in comparison with activities such as letter or number games, even after parental and other family factors are accounted for. The results also indicated that parent-child relationship factors of warmth, hostility and closeness are particularly important for socioemotional development. Findings are discussed in the context of Bronfenbrenner's bioecological model of development.
AB - The purpose of this research was to examine the role of a range of play and learning activities in the home (e.g., painting, playing games, reading, singing and letters and numbers) in the socioemotional development of young children. While many previous studies have focused on the benefits of home learning activities for language and literacy outcomes, less research has examined the role of these individual activities in other aspects of development, such as prosocial behaviour. Using a bioecological framework, a secondary analysis of data from the nationally representative Growing Up in Ireland(GUI) Study was conducted. The sample consisted of 9793 children, aged 36 months (50.7 % male and 49.3 % female). The study examined if the frequency of engagement in different play activities predicted scores on measures of internalising, externalising and prosocial behaviours using the Strengths and Difficulties Questionnaire. Findings indicated that informal play activities such as games, painting and drawing, and reading predicted socioemotional development scores, in comparison with activities such as letter or number games, even after parental and other family factors are accounted for. The results also indicated that parent-child relationship factors of warmth, hostility and closeness are particularly important for socioemotional development. Findings are discussed in the context of Bronfenbrenner's bioecological model of development.
KW - Ecological systems
KW - Growing Up in Ireland
KW - Home learning environment
KW - Play
KW - Socioemotional development
KW - Strengths and Difficulties Questionnaire
UR - http://www.scopus.com/inward/record.url?scp=85206993602&partnerID=8YFLogxK
U2 - 10.1016/j.infbeh.2024.102000
DO - 10.1016/j.infbeh.2024.102000
M3 - Article
AN - SCOPUS:85206993602
SN - 0163-6383
VL - 77
JO - Infant Behavior and Development
JF - Infant Behavior and Development
M1 - 102000
ER -