Families' social backgrounds matter: socio-economic factors, home learning and

young children's language, literacy and social outcomes

There is compelling evidence that increases in family income, particularly among poor
families, have a positive impact. Socio-economic risk factors generally are found to be
more strongly associated children's long-term cognitive and language than with their
socio-economics outcome. Poverty that impacts on parenting and well-being is linked to
behavioral difficulties. Socio-economic indicators included family income and maternal
educational qualifications in that family income can vary temporally, whereas maternal
education is less varied over time. The efficacy of home learning is likely to be affected
by parents' capacity to invest in financial and intellectual resources and maximize their
human capital through education. The amount of money parents spends on children; time
they spend with them in joint activities (e.g. reading books) investments that have the
potential to enhance children's cognitive language. This study concluded that there is
relationship between parents' socio-economic home learning and their effects on child
language/literacy and social development.

https://adauniversity.on.worldcat.org/oclc/5153702337
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