Please use this identifier to cite or link to this item:
Lehrl, Simone
Smidt, Wilfried
Grosse, Christiane
Richter, David
Year of Publication: 
[Journal:] Research Papers in Education [ISSN:] 0267-1522 [Volume:] 29 [Issue:] 5 [Pages:] 577-597
Early literacy and numeracy activities in family and preschool are considered important for promoting children’s early literacy and numeracy skills. However, little research exists, especially in Germany, on the frequency of such activities in different contexts. The current study identified patterns of literacy and numeracy activities in preschools and their relation to structural preschool characteristics and to attributes of the home learning environment. Four hundred twenty-one children attending 89 preschool classes in two German federal states were examined. The results indicate that preschools fall into three different profiles of literacy and numeracy activities: low levels of engagement in both domains, numeracy-oriented engagement and literacy-oriented engagement. Additionally, structural characteristics of the preschools, family literacy and numeracy activities were found to predict children’s profile membership. The study’s implications for future research and early education are discussed.
preschool engagement
home learning environment
Persistent Identifier of the first edition: 
Additional Information: 
This is an Author's Accepted Manuscript of an article published in Research Papers in Education 29 (2014), 5, p. 577-597, available online at:
Document Type: 

Files in This Item:

Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.