Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood
Open accessAbstract
The transition into school occurs at the intersection of multiple environmental settings. This study applied growth curve modeling to a sample of 1,364 American children, followed from birth through age 6, who had been categorized by their exposure to cognitive stimulation at home and in preschool child care and 1st-grade classrooms. Of special interest was the unique and combined contribution to early learning of these 3 settings. Net of socioeconomic selection into different settings, children had higher math achievement when they were consistently stimulated in all 3, and they had higher reading achievement when consistently stimulated at home and in child care. The observed benefits of consistent environmental stimulation tended to be more pronounced for low-income children.
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Congruent, nurturing learning environments at home and school increase children's academic motivation and achievement.
“Congruent, nurturing learning environments at home and school have been shown to boost children’s academic motivation and achievement (Crosnoe, Leventhal, Wirth, Pierce, & Pianta, 2010).”
From Cultural Socialization Across Contexts: Family–Peer Congruence and Adolescent Well-Being (2016) · cites this paper as Crosnoe, Leventhal, Wirth, Pierce, & Pianta, 2010
The Abstract (page unavailable) reports higher reading and math achievement among children exposed to consistent cognitive stimulation across specified settings. The Discussion (page unavailable) qualifies these associations by noting that some reflected family socioeconomic circumstances. The paper does not establish that nurturing environments boost academic motivation, and its achievement findings do not support an unqualified causal claim. (LLM, conf=0.88)
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“Congruent, nurturing learning environments at home and school have been shown to boost children’s academic motivation and achievement (Crosnoe et al. 2010).”
BackgroundThe role of parents in young people’s education—a critical review of the causal evidence
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- Authors
- Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., Pianta, R. C., & NICHD Early Child Care Research Network
- Affiliations
- The University of Texas at Austin (US)
- Tufts University (US)
- University of North Carolina at Chapel Hill (US)
- University of California, Irvine (US)
- University of Virginia (US)
- Corresponding author
- Crosnoe, Robert
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2010-05-01
- Volume
- 81
- Issue
- 3
- Pages
- 972-987
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- PMC
- PMC2892811
- OpenAlex
- W2171626666
- Cited by
- 255
- References
- 47
- Citations by year
- 2026: 8 · 2025: 8 · 2024: 14 · 2023: 18 · 2022: 20 · 2021: 13 · 2020: 15 · 2019: 23 · 2018: 19 · 2017: 15 · 2016: 24 · 2015: 21 · 2014: 13 · 2013: 22 · 2012: 13
- FWCI
- 64.72
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Carolina Digital Repository (University of North Carolina at Chapel Hill) (submittedVersion)
- UNC Libraries
- Funders
- University of Wisconsin-Madison
- Harvard University
- University of Minnesota
- University of Washington
- University of Pittsburgh
- RTI International
- Temple University
- National Institutes of Health
- University of Illinois at Urbana-Champaign
- University of North Carolina at Chapel Hill
- University of California, San Diego
- University of California, San Francisco
- University of California, Irvine
- University of North Carolina at Greensboro
- National Institute of Child Health and Human Development
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (U10HD025456, U10HD027040, U10HD025451, U10HD025460, U10HD025449, R01HD055359, U10HD025455, U10HD025445, U10HD025447, U10HD025420)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › School Choice and Performance
- Keywords
- family socioeconomic status, environmental stimulation, early childhood, cognitive stimulation, family environment, classroom climate, school readiness, mathematics achievement, reading achievement, low-income children, early learning
- MeSH terms
- Achievement, Child, Child Day Care Centers, Child Development, Child, Preschool, Family, Female, Humans, Infant, Infant, Newborn, Learning, Longitudinal Studies, Male, Mathematics, Reading, Sex Factors, Social Environment, Socioeconomic Factors
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