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Home Literacy and Numeracy Environments in Asia

Cheung, S. K., Dulay, K. M. ORCID: 0000-0001-8827-9613, Yang, X. , Mohseni, F. & McBride, C. (2021). Home Literacy and Numeracy Environments in Asia. Frontiers in Psychology, 12, 578764. doi: 10.3389/fpsyg.2021.578764


The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

Publication Type: Article
Additional Information: Copyright © 2021 Cheung, Dulay, Yang, Mohseni and McBride. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice.No use, distribution or reproduction is permitted which does not comply with these terms.
Publisher Keywords: home literacy environment, home numeracy environment, parents, young children, Asia
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Departments: School of Health & Psychological Sciences > Psychology
Text - Published Version
Available under License Creative Commons Attribution.

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