125 parent-child dyads were assessed as part of an extension to a project examining the impact of the preschool home learning environment on children’s academic development (Soto-Calvo et al., 2020).  The extension project examined associations between the preschool home learning environment, the primary home learning environment and children’s academic skills.  In the second term of Year 1 (child Mage = 72 months, SD = 4 months), children’s parents/carers completed a questionnaire that assessed the primary home learning environment. In the third term of Year 1 the children (Mage =75 months, SD = 4 months) completed assessments of reading, mathematics, vocabulary, working memory and phonological awareness.  In the first term of Year 2 (Mage = 79 months, SD = 4 months) the children completed assessments of spelling and writing and responded to questionnaires assessing mathematics self-efficacy and mathematics anxiety.

Soto-Calvo, E., Simmons, F. R., Adams, A., Francis, H. N., Patel, P. & Giofrè, D. (2020).  Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study, Early Childhood Research Quarterly, 53, 14-328, https://doi.org/10.1016/j.ecresq.2020.04.004