What You Do Versus Who You Are: Home-Learning Activities, Social Origin and Cognitive Skills among Young Children in Ireland.
This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it h...
| Publicado en: | European Sociological Review Vol. 36; no. 4; pp. 610 - 626 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Oxford University Press / USA
Aug2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=145383607&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 145383607 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02667215 BHY jtl: European Sociological Review issn: 02667215 maglogo: N pubinfo: dt: Aug2020 vid: 36 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 145383607 10.1093/esr/jcaa012 ppf: 610 ppct: 16 formats: tig: atl: What You Do Versus Who You Are: Home-Learning Activities, Social Origin and Cognitive Skills among Young Children in Ireland. aug: au: McMullin, Patricia McGinnity, Frances Murray, Aisling Russell, Helen affil: Department of Social Research , University of Turku, Turku FIN-20014, Finland The Economic and Social Research Institute , Whitaker Square, Sir John Rogerson's Quay, Dublin 2, Ireland su: Cognitive development Learning Social classes Academic achievement Vocabulary education sug: subj: Cognitive development Learning Social classes Academic achievement Vocabulary education ab: This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it has considerable influence on young children's cognitive development, and that the HLE is often linked to social origin. We find a social gradient in vocabulary even at age 3 years, with the largest gaps for mothers' education. Family income, mothers' education, and social class are also associated with vocabulary independently, though these associations are reduced by adding all three measures simultaneously. The extent of HLAs helps explain a very small part of the education differences and none of the income or social class differences in vocabulary. We find some evidence that HLAs may be more salient for children from families with low income and lower social class backgrounds in terms of supporting vocabulary development, thereby compensating somewhat for disadvantage. HLAs also appear to encourage vocabulary development between age 3 and 5, and play a role in reducing the gap in vocabulary between high- and low-income children. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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