Dimitra Hartas
Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes
University of Warwick
british educational research journalvolume 37 issue 6 p 893914 families social backgrounds matter socioeconomic factors home learning young childrens language literacy social outcomes dimitra hartas corresponding author dimitra hartas institute education university warwick uk university warwick institute education westwood campus coventry cv4 7al uk email dhartaswarwickacuksearch papers author dimitra hartas corresponding author dimitra hartas institute education university warwick uk university warwick institute education westwood campus coventry cv4 7al uk email dhartaswarwickacuksearch papers author first published 02 january 2013 httpsdoiorg101080014119262010506945citations 113read full textaboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onfacebooktwitterlinked inredditwechat abstract parental support childrens learning considered one pathway socioeconomic factors influence child competencies utilising national longitudinal sample millennium cohort study study examined relationship home learning parents socioeconomic status impact young childrens languageliteracy socioemotional competence findings consistently showed irrespective socioeconomic status parents engaged various learning activities except reading roughly equally socioeconomic factors examined study ie family income maternal educational qualifications found stronger effect childrens languageliteracy socialemotional competence socioeconomic disadvantage lack maternal educational qualifications particular remained powerful influencing competencies children aged three start primary school children first decade century england findings equity implications especially socioeconomic gap society widens citing literature volume37 issue6december 2011pages 893914 relatedinformation