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Direct linkSun, He; Ng, Ee Lynn – Asia Pacific Journal of Education, 2021
The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and…
Descriptors: Family Environment, Educational Environment, Second Language Learning, Second Language Instruction
Peer reviewedHunt, J. McV.; Paraskevopoulos, John – Journal of Genetic Psychology, 1980
Mothers were asked to predict their children's responses to standardized intelligence test items. Negative correlation was expected between inaccurate maternal knowledge of children's ability and degree of children's psychological development. False maternal predictions correlated - .80 with correct children's responses. Nearly all of the…
Descriptors: Child Development, Cognitive Ability, Cognitive Development, Expectation
Lytton, Hugh; Watts, Denise – 1981
Stability of child and mother characteristics and the predictability of children's cognitive competence and affective characteristics were investigated as part of a longitudinal study. At 2 years of age, 46 sets of male twins and their parents were observed in the home and were rated for attachment, independence, compliance and conscience on the…
Descriptors: Children, Cognitive Development, Foreign Countries, Individual Characteristics
Download full textvon der Lippe, Anna Louise; Hartmann, Ellen – 1996
It is widely accepted that within certain biological limits, a child's development emerges out of a continuous and increasingly complex interaction with significant people in his or her environment. Mothers and other significant adults, as experienced members of the culture, may be viewed as mediators and tutors who transmit cultural knowledge and…
Descriptors: Child Behavior, Cognitive Ability, Cognitive Development, Cultural Context
