Early learning environments in Aotearoa NZ: Child, parent, home and early childhood education factors that promote early literacy.

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dc.contributor.author Meissel, Kane en
dc.contributor.author Reese, E en
dc.contributor.author Turnbull, SM en
dc.date.accessioned 2020-09-13T23:46:12Z en
dc.date.available 2020-09-13T23:46:12Z en
dc.date.issued 2019-11 en
dc.identifier.citation Nov 2019. Ministry of Social Development, Wellington, New Zealand. 35 pages en
dc.identifier.isbn 978-0-9951240-9-7 en
dc.identifier.uri http://hdl.handle.net/2292/52817 en
dc.description.abstract This research was funded by the Ministry of Social Development’s Children and Families Research Fund. The researchers, from University of Auckland, Otago University and Ministry of Education, used data collected from the Growing Up in New Zealand (GUiNZ) study to determine factors that impact children’s early learning outcomes, and asked if there were any ethnic differences in the determinants of early learning success. The research used modelling to explore factors which predict early learning success in the GUiNZ cohort of around 6,000 children. Early learning outcomes were determined by looking at oral language, letter recognition, and writing skills at four-and-a-half years of age. Key Findings Parental teaching of early academic skills (eg, encouraging a child to print or read letters) at 54-months was an important contributor to better early learning outcomes. A child’s oral language at age two is an important mediator of early learning, and shared book reading in the first two years is the best predictor of oral language. Most factors explored in the models remained important predictors across all ethnicities. However, there was considerable variation within groups. Mothers from all ethnic groups reported engaging in teaching behaviours to similar extents, indicating that a broadly similar value is placed on teaching activities across all groups. Children whose mothers reported some concerns about their child’s conduct (temper tantrums, disobedience) at 24-months tended to have poorer early learning outcomes at 4.5 years. Furthermore, the mothers of these children tended to report engaging in fewer teaching behaviours at 4.5 years. Mothers of children living in homes with more children’s books reported fewer concerns about emotional and hyperactivity difficulties at age 24 months. en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://www.msd.govt.nz/about-msd-and-our-work/tools/copyright-statement.html en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Early learning environments in Aotearoa NZ: Child, parent, home and early childhood education factors that promote early literacy. en
dc.type Report en
dc.rights.holder Copyright: Crown Copyright, Ministry of Social Development en
pubs.author-url https://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/children-and-families-research-fund/earlylearningoutcomes-november2019.pdf en
pubs.commissioning-body Ministry of Social Development en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Commissioned Report en
pubs.elements-id 810861 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2020-08-24 en

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