Hill Publishing Group | contact@hillpublisher.com

Hill Publishing Group

Location:Home / Journals / The Educational Review, USA /


Early Home Learning Environment (HLE) and Children's Cognitive Development: A Review of Empirical Studies

Date: October 18,2022 |Hits: 1659 Download PDF How to cite this paper

Yu Sun1, Mei Wang2,*

1Master student, Central China Normal University, Wuhan, Hubei Province, China.  

2Master student, Beijing Normal University, Beijing, China, 100091.

*Corresponding author: Mei Wang


Early home learning environment (HLE) has a positive predictive effect on children's cognitive development, especially early literacy and number skills.  From the perspective of ecosystem theory, a theoretical model including micro-system,  meso-system, and outer system can be constructed.  Among the theoretical modle, HLE should be regarded as a micro-system.  The family structural characteristics, parents' educational beliefs and orientations, and parents' personal characteristics are in the position of meso-system, and the society and institutions are wrapped in the outer layer of these subsystems.  Each layer of the sub-system interact with each other, and the result of interaction is ultimately reflected in the cognitive development of children.  The early development of children will affect their subsequent educational achievement and family structure characteristics in a chain way, and then have an impact on the cognitive development of the next generation.  In these processes, social support is considered an effective measure to block the intergenerational transmission of poverty.


Chang, Y. E. (2017). Pathways from mothers’ early social support to children’s language development at age 3. Infant and Child Development, 26(6), e2025. 

Devine, R. T., Bignardi, G., & Hughes, C. (2016). Executive Function Mediates the Relations between Parental Behaviors and Children’s Early Academic Ability. Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.01902. 

Hye-Lin Jeong. (2018). The Structural Relations among Home Environment, Preschool Adjustment, and Readiness to Learn in Early Childhood. The Korean Society for Child Education, 27(1), 241-265.

Iruka, I. U., Brown, D., Jerald, J., & Blitch, K. (2018). Early steps to school success (ESSS): Examining pathways linking home visiting and language outcomes. Child & Youth Care Forum, 47(2), 283-301.

Jihyun, K., & Lee, E.J. (2018). Quality of home environment and mathematical interactions of mothers with young children: Focused on moderating effects of mothers’ view about children’s mathematical learning. Journal of Korean Council for Children & Rights, 22(3), 527-544.

Kent, G., & Pitsia, V. (2018). A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland. Irish Educational Studies, 37(4), 505-521.

Kluczniok, K., & Mudiappa, M. (2019). Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study. European Educational Research Journal, 18(1), 85-104.

Kuger, S., Marcus, J., & Spiess, C. K. (2019). Day care quality and changes in the home learning environment of children. Education Economics, 1-22.

Lehrl, S., S. Ebert, H.-G. Rossbach, & S. Weinert. (2012). Die Bedeutung der familiären Lernumwelt für Vorläufer schriftsprachlicher Kompetenzen im Vorschulalter [Effects of the home learning environment on children’s ernerging literacy]. Zeitschrift für Familienforschung, 24: 115-133.

Li, Y. W., Li, Y. F., Liu, L. S., & Lv, Y. (2016). The Effects of Home Learning Environment on Children’s Early Academic and Social Skills. Psychological Development and Education, (03), 268-276.

Liang, Y., Cao, H., Zhou, N., Li, J., & Zhang, L. (2020). Early home learning environment predicts early adolescents’ adjustment through cognitive abilities in middle childhood. Journal of Family Psychology, 34(8), 905-917.

Lin, J., Litkowski, E., Schmerold, K., Elicker, J., Schmitt, S. A., & Purpura, D. J. (2019). Parent-Educator communication linked to more frequent home learning activities for preschoolers. Child & Youth Care Forum, 48(5), 757-772. 

Lucas, S. R. (2001). Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Backgground Effects. American Journal of Sociology, (106).

Nuttall, A. K., Froyen, L. C., Skibbe, L. E., & Bowles, R. P. (2019). Maternal and Paternal Depressive Symptoms, Home Learning Environment, and Children’s Early Literacy. Child Psychiatry & Human Development.

Rubio-Codina, M., Attanasio, O., & Grantham-Mcgregor, S. (2016). Mediating pathways in the socio-economic gradient of child development: Evidence from children 6-42 months in Bogota. International Journal of Behavioral Development, 40, 483-491.

Son, S. C., & Peterson, M. F. (2016). Marital Status, Home Environments, and Family Strain: Complex Effects on Preschool Children’s School Readiness Skills. Infant and Child Development, 26(2), e1967.

Tayler, C. (2016). Learning in Early Childhood: experiences, relationships and “Learning to Be.” European Journal of Education, 50(2), 160-174.

How to cite this paper

Early Home Learning Environment (HLE) and Children's Cognitive Development: A Review of Empirical Studies

How to cite this paper: Yu Sun, Mei Wang. (2022). Early Home Learning Environment (HLE) and Children's Cognitive Development: A Review of Empirical Studies. The Educational Review, USA6(9), 519-523.

DOI: http://dx.doi.org/10.26855/er.2022.09.013

Free HPG Newsletters

Add your e-mail address to receive free newsletters from Hill Publishing Group.

Contact us

Hill Publishing Group

8825 53rd Ave

Elmhurst, NY 11373, USA

E-mail: contact@hillpublisher.com

Copyright © 2019 Hill Publishing Group Inc. All Rights Reserved.