Home literacy and numeracy precursors of Chinese kindergarteners’ early literacy and mathematics achievements

Abstract

This study examined the stability and change in the home learning environment and its longitudinal relationships with children’s literacy and mathematics achievements in mainland China. In addition, we explored the cross-domain relations of the home literacy environment and early mathematics. One hundred and twenty-nine kindergarten children were assessed on early literacy (syllable/tone awareness and Pinyin knowledge) and mathematics skills in kindergarten 2 (K2) and 3 (K3), and their parents completed a questionnaire on the home learning environment in K2 and K3. Results showed a significant correlation between the home learning environment from K2 and K3, indicating stability. There was an increase in Chinese writing/speaking activities, digital home literacy activities, traditional home numeracy activities, and parental expectations. In contrast, there were no increases in informal home literacy activities and digital home numeracy activities. Chinese writing activities in K2 and K3 predicted children’s Pinyin knowledge in K3. Parental numeracy expectations predicted early mathematics skills in K3. Finally, a cross-predictive role of Chinese writing activities in basic arithmetic skills was shown. These findings contribute to the research by indicating that home activities focusing on the codes of written language are more beneficial for literacy development than activities centered on speaking for Chinese children. Exposure to writing experience could also enable a promotion in early mathematics. Furthermore, parental numeracy expectations were a unique predictor of early mathematics skills. Our findings provide support that the home learning environment is related to children’s early academic skills and suggest that this relationship is shaped by cultural context.