Abstract
This study examines how the home learning environment provided in early childhood is associated with parent-child interaction and household characteristics, focusing on the extent to which the time parents spend with their children and key family conditions predict the cognitive and emotional stimulation available in the home. The research was conducted using a quantitative and cross-sectional design, and the study group consisted of 348 parents of first-grade children attending public primary schools in Ankara. The quality of the home learning environment was assessed using the Turkish 3-6 age version of the Home Screening Questionnaire (HSQ), while indicators of parent-child interaction were evaluated through items measuring weekday and weekend time spent together. Additionally, variables such as parental education level, income group, and child age were collected via a Individual Information Form. Findings reveal that the amount of time mothers and fathers spent with their children on weekdays and weekends was positively associated with total HSQ scores, and that home environment scores increased as household income rose. Furthermore, significant but negative associations were found between parental education levels and HSQ scores (p < .05). These results indicate that the quality of the early home learning environment is linked to family interaction routines and household context, underscoring the importance of emphasizing everyday interaction practices in parent guidance and support programs. In this respect, the study may offer insights into family-level differences in early learning opportunities and inform the development of practical support strategies for parents and teachers.
Presenters
Pınar HataşResearch Assistant, Child Development, Akdeniz University, Antalya, Turkey Utku Beyazıt
Associate Professor, Child Development, Akdeniz University, Turkey Kamila Alim
Ankara University Aynur Bütün Ayhan
Professor, Child Development, Ankara University, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Parent-Child Interaction, Home Learning Environment, Household Context, Early Childhood
