Skip to main content
SpringerLink
Log in

The Relations Between Parent–Educator Communication, the Home Environment, and Children’s Outcomes in Preschool

  • Original Research
  • Published:
Child & Youth Care Forum Aims and scope Submit manuscript

Abstract

Background

The literature suggests that educators can use parent–educator communication to support parents with engaging their children in home learning activities (Epstein, 1995; Hoover-Dempsey & Sandler, 1997).

Objective

This study examines the relations between parent–educator communication and preschoolers’ numeracy, literacy, executive function, and vocabulary, and explores if the home numeracy environment (HNE) and the home literacy environment (HLE) was a better predictor of children’s outcomes than parent–educator communication.

Method

Data for this study came from a larger quasi-experimental study evaluating a state-funded preschool program (n = 558). Regression models were run controlling for child’s age, sex, race/ethnicity, family income, group, parental education, and baseline skill scores.

Results

Analyses revealed a significant relation only between parent–educator communication and numeracy skills (β = − 0.14, p = < 0.001). Unexpectedly, more frequent parent–educator communication in preschool were related to lower numeracy skills. Additionally, there was a statistically significant association between all three predictors- parent-educator communication (β = − 0.15, p = < 0.001), the HNE (β = 0.14, p = .016), and the HLE (β = − 0.18, p = .004)- and children’s numeracy skills. Specifically, more frequent parent–educator communication and higher HLE scores in preschool predicted lower numeracy skills. Additionally, the higher quality of the HNE predicted greater numeracy skills in the spring of preschool.

Conclusion

There may be increased communication when the children are performing lower on their numeracy skills than their peers and teachers and parents are working to remediate those challenges.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Acock, A. C. (2012). What to do about missing values. In APA handbook of research methods in psychology, Vol 3: Data analysis and research publication (pp. 27–50). American Psychological Association. https://doi.org/10.1037/13621-002

  • Acock, A. C. (2013). Discovering structural equation modeling using Stata. Stata Press. Revised Ed.

  • Almendingen, A., Clayton, O., & Matthews, J. (2021). Partnering with parents in early childhood services: Raising and responding to concerns. Early Childhood Education Journal, 0123456789. https://doi.org/10.1007/s10643-021-01173-6

  • Alston-Abel, N. L., & Berninger, V. (2018). Relationships between home literacy practices and school achievement: Implications for consultation and home-school collaboration. Journal of Educational and Psychological Consultation, 28(2), 164–189. https://doi.org/10.1080/10474412.2017.1323222

    Article  PubMed  Google Scholar 

  • Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012a). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231–244. https://doi.org/10.1016/j.ecresq.2011.08.003

    Article  Google Scholar 

  • Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012b). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231–244. https://doi.org/10.1016/j.ecresq.2011.08.003

    Article  Google Scholar 

  • Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910

    Article  Google Scholar 

  • Bernabini, L., Tobia, V., Guarini, A., & Bonifacci, P. (2020). Predictors of children’s early numeracy: Environmental variables, intergenerational pathways, and children’s cognitive, linguistic, and non-symbolic number skills. Frontiers in Psychology, 11(November), 1–15. https://doi.org/10.3389/fpsyg.2020.505065

    Article  Google Scholar 

  • Berthelsen, D., & Walker, S. (2008). Parents’ involvement in their children’s education. Family Matters, 79(79), 34–41.

    Google Scholar 

  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111. https://doi.org/10.1037/0003-066X.57.2.111

  • Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66(1), 711–731. https://doi.org/10.1146/annurev-psych-010814-015221

    Article  PubMed  Google Scholar 

  • Bonifacci, P., Compiani, D., Affranti, A., & Peri, B. (2021a). Home literacy and numeracy interact and mediate the relationship between socio-economic status and early linguistic and numeracy skills in preschoolers. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.662265

  • Bonifacci, P., Trambagioli, N., Bernabini, L., & Tobia, V. (2021b). Home activities and cognitive skills in relation to early literacy and numeracy: Testing a multifactorial model in preschoolers. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00528-2

    Article  Google Scholar 

  • Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001

    Article  Google Scholar 

  • Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233

  • Bradley, R. H., Corwyn, R. F., Burchinal, M., Mcadoo, H. P., & Coll, C. G. (2001). The home environments of children in the United States part II: Relations with behavioral development through age thirteen. Child Development, 72(6), 1868–1886.

    Article  PubMed  Google Scholar 

  • Caspi, A., Moffitt, T. E., Morgan, J., Rutter, M., Taylor, A., Arseneault, L., Tully, L., Jacobs, C., Kim-Cohen, J., & Polo-Tomas, M. (2004). Maternal expressed emotion predicts children’s antisocial behavior problems: Using monozygotic-twin differences to identify environmental effects on behavioral development. Developmental Psychology, 40(2), 149–161. https://doi.org/10.1037/0012-1649.40.2.149

    Article  PubMed  Google Scholar 

  • Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B. A., Kisker, E. E., Roggman, L., & Fuligni, A. S. (2009). Low-income children’s school readiness: Parent contributions over the first five years. Early Education and Development, 20(6), 958–977. https://doi.org/10.1080/10409280903362402

    Article  Google Scholar 

  • Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83–104. https://doi.org/10.1080/02796015.2004.12086233

    Article  Google Scholar 

  • Coghlan, D., Kiing, J. S. H., & Wake, M. (2003). Parents’ evaluation of developmental status in the Australian day-care setting: Developmental concerns of parents and carers. Journal of Paediatrics and Child Health, 39(1), 49–54. https://doi.org/10.1046/j.1440-1754.2003.00084.x

    Article  PubMed  Google Scholar 

  • Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annu Rev Psychol, 58(1), 175–199. https://doi.org/10.1146/annurev.psych.58.110405.085551

    Article  PubMed  Google Scholar 

  • Daucourt, M. C., Napoli, A. R., Quinn, J. M., Wood, S. G., & Hart, S. A. (2021). The home math environment and math achievement: A meta-analysis. Psychological Bulletin, 147(6), 565–596. https://doi.org/10.1037/bul0000330

    Article  PubMed  PubMed Central  Google Scholar 

  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750

  • Dimmock, C. A. J., O’Donoghue, T. A., & Robb, A. S. (1996). Parental involvement in schooling: An emerging research agenda. Compare: A Journal of Comparative and International Education, 26(1), 5–20. https://doi.org/10.1080/0305792960260102

    Article  Google Scholar 

  • Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test. Fourth Edi). Pearson Education.

  • Durand, T. M. (2011). Latino parental involvement in kindergarten: Findings from the early childhood longitudinal study. Hispanic Journal of Behavioral Sciences, 33(4), 469–489.

    Article  Google Scholar 

  • Epstein, J. L. (1985). Home and school connections in schools of the future: Implications of research on parent involvement. Peabody Journal of Education, 62(2), 18–41. https://doi.org/10.1080/01619568509538471

    Article  Google Scholar 

  • Epstein, J. L. (1995). School/Family/Community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.

    Google Scholar 

  • Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54(2), 65–75.

    Article  PubMed  Google Scholar 

  • Fantuzzo, J., McWayne, C., & Perry, M. A. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467–480.

    Article  Google Scholar 

  • Farver, J. A. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children’s emergent literacy skills. Developmental Psychology, 49(4), 775–791. https://doi.org/10.1037/a0028766

    Article  PubMed  Google Scholar 

  • Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. The School Community Journal, 15(1), 117–129.

    Google Scholar 

  • Hackman, D. A., Gallop, R., Evans, G. W., & Farah, M. J. (2015). Socioeconomic status and executive function: Developmental trajectories and mediation. Developmental Science, 18(5), 686–702. https://doi.org/10.1111/desc.12246

    Article  PubMed  Google Scholar 

  • Harrison, L. J., McLeod, S., Berthelsen, D., & Walker, S. (2009). Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech Language Pathology, 11(5), 392–403. https://doi.org/10.1080/17549500903093749

    Article  Google Scholar 

  • Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.

    Article  PubMed  Google Scholar 

  • Hirsh-Pasek, K., & Burchinal, M. (2006). Mother and caregiver sensitivity over time: Predicting language and academic outcomes with variable- and person-centered approaches. Merrill-Palmer Quarterly, 52(3), 449–485. https://doi.org/10.1353/mpq.2006.0027

    Article  Google Scholar 

  • Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. https://doi.org/10.1037/0022-0663.100.2.252

    Article  Google Scholar 

  • Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record (Vol. 97, pp. 310–331). Blackwell Publishing. 2.

  • Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003

    Article  Google Scholar 

  • Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195–209. https://doi.org/10.1207/S15326985EP3603_5

    Article  Google Scholar 

  • Indiana Early Learning Advisory Committee. (2015). Indiana Early Childhood Family Engagement Toolkit.

  • Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004

    Article  Google Scholar 

  • Korucu, I., Litkowski, E., & Schmitt, S. A. (2020). Examining associations between the home literacy environment, executive function, and school readiness. Early Education and Development, 31(3), 455–473. https://doi.org/10.1080/10409289.2020.1716287

    Article  Google Scholar 

  • LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55–66. https://doi.org/10.1037/a0014532

    Article  Google Scholar 

  • Lin, J., Litkowski, E., Schmerold, K., Elicker, J., Schmitt, S. A., & Purpura, D. J. (2019). Parent–Educator communication linked to more frequent home learning activities for preschoolers. Child and Youth Care Forum, 48(5), 757–772. https://doi.org/10.1007/s10566-019-09505-9

    Article  Google Scholar 

  • Lonigan, C. J., & Wilson, S. B. (2008). Report on the revised get ready to read! Screening tool: Psychometrics and normative information.

  • Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004

    Article  Google Scholar 

  • Marcon, R. A. (1999). Positive relationships between parent school involvement and public school inner-city preschoolers’ development and academic performance. School Psychology Review, 28(3), 395–412. https://doi.org/10.1080/02796015.1999.12085973

    Article  Google Scholar 

  • McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008

  • McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 1–14. https://doi.org/10.3389/fpsyg.2014.00599

    Article  Google Scholar 

  • McLeod, S., Crowe, K., McCormack, J., White, P., Wren, Y., Baker, E., Masso, S., & Roulstone, S. (2018). Preschool children’s communication, motor and social development: Parents’ and educators’ concerns. International Journal of Speech-Language Pathology, 20(4), 468–482. https://doi.org/10.1080/17549507.2017.1309065

    Article  PubMed  Google Scholar 

  • Melhuish, E., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114. https://doi.org/10.1111/j.1540-4560.2008.00550.x

    Article  Google Scholar 

  • Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031–1052. https://doi.org/10.1080/03004430.2014.975223

    Article  Google Scholar 

  • Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Jounal of Experimental Child Psychology, 166, 581–603. https://doi.org/10.1016/j.jecp.2017.10.002

    Article  Google Scholar 

  • Niklas, F., & Schneider, W. (2014). Casting the die before the die is cast: The importance of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327–345. https://doi.org/10.1007/s10212-013-0201-6

    Article  Google Scholar 

  • Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268. https://doi.org/10.1016/j.ecresq.2015.12.020

    Article  Google Scholar 

  • Purpura, D. J., Reid, E. E., Eiland, M. D., & Baroody, A. J. (2015). Using a brief preschool early numeracy skills screener to identify young children with mathematics difficulties. School Psychology Review, 44(1), 41–59.

  • Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of family-school contact in preschool and kindergarten. School Psychology Review, 28(3), 426–438. https://doi.org/10.1080/02796015.1999.12085975

    Article  Google Scholar 

  • Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287–316. https://doi.org/10.1207/s15566935eed1603_1

    Article  Google Scholar 

  • Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M. K. (2021). Development of numeracy and literacy skills in early childhood—a longitudinal study on the roles of home environment and familial risk for reading and math difficulties. Frontiers in Education, 6(October), https://doi.org/10.3389/feduc.2021.725337

  • Sénéchal, M., & Lefevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417. PMID: 11949902.

  • Sénéchal, M., Lefevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96–116. https://doi.org/10.1598/RRQ.33.1.5

    Article  Google Scholar 

  • Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121(1), 63–84. https://doi.org/10.1016/j.jecp.2013.11.006

    Article  PubMed  Google Scholar 

  • StataCorp. (2019). Stata statistical software: Release 16. StataCorp LLC.

  • Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R. (2008). Effects of home literacy, parents’ beliefs, and children’s task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12(1), 24–50. https://doi.org/10.1080/10888430701746864

    Article  Google Scholar 

  • Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child’s school performance. Child Development, 58(5), 1348–1357. https://doi.org/10.1111/j.1467-8624.1987.tb01463.x

    Article  PubMed  Google Scholar 

  • Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183–197. https://doi.org/10.1080/10852352.2010.486297

    Article  Google Scholar 

  • Vanbecelaere, S., Matsuyama, K., Reynvoet, B., & Depaepe, F. (2021). The role of the home learning environment on early cognitive and non-cognitive outcomes in math and reading. Frontiers in Education, 6, 1–14. https://doi.org/10.3389/feduc.2021.746296

    Article  Google Scholar 

  • Whitehurst, G. J. (2011). The NCLD get ready to read! Screening tool technical report.

  • Yıldız, F., & Yılmaz, A. (2021). Parent-teacher communication and parental expectations in the assessment process in Turkish preschool settings. Education 3–13, 49(6), 761–775. https://doi.org/10.1080/03004279.2020.1861049

Download references

Author information

Authors and Affiliations

  1. Human Development & Family Science, Purdue University, 1202 W. State Street, West Lafayette, IN, 47907, USA

    Tanya M. Paes, Robert Duncan & David J. Purpura

  2. Fullerton Department of Child and Adolescent Studies, California State University, 800 N. State College Blvd, Fullerton, CA, 92831 EC-552, USA

    Joyce Lin

  3. Department of Special Education and Clinical Sciences, University of Oregon, University of Oregon, Eugene, OR, 1215, 97403-1215, USA

    Sara A. Schmitt

  4. Department of Psychology & Biobehavioral Sciences, St. Jude Children’s Research Hospital, 262 Danny Thomas Place, Mail Stop #740, Memphis, TN, 38105, USA

    Tanya M. Paes

Authors
  1. Tanya M. Paes
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Joyce Lin
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Robert Duncan
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. David J. Purpura
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Sara A. Schmitt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tanya M. Paes.

Ethics declarations

Conflict of Interest

None.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Paes, T.M., Lin, J., Duncan, R. et al. The Relations Between Parent–Educator Communication, the Home Environment, and Children’s Outcomes in Preschool. Child Youth Care Forum (2023). https://doi.org/10.1007/s10566-023-09785-2

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10566-023-09785-2

Keywords

Search

Navigation