The Home Learning Environment of Pre-School Children form Disadvantaged Backgrounds - Perspectives of their Guardians on Resources and Challenges

My DPhil research explores the Home Learning Environment (HLE) of preschool-aged children from disadvantaged backgrounds, focusing on the perspectives of their guardians regarding resources and challenges.

I investigate the sources of variance in such HLE, addressing a critical research gap in understanding how specific factors contribute to the creation and design of HLE in such environments.

Empirical findings continue to show that, on average (and compared to wealthier parents), poorer parents engage less frequently in HLE-activities. However, there is also strong empirical support form considerable within-group heterogeneity in HLE provision.

Moreover, research suggests the experience of high-quality early HLE can counteract the risk-factors for child development imposed by a family's "low-SES". Despite, little is known about the sources of variance in HLE among disadvantaged families.

With my DPhil research I build on my master's dissertation, in which I developed and empirically tested a rigourous theoretical model identifying relevant predictors and resources for the HLE among disadvantaged families.

My research is framed within the context of the family investment model, emphasizing the role of a family's early investment in a child's education as a mediator for socioeconomic effects on development.

Following the overarching research question "What are relevant resources for families form disadvantaged backgrounds to provide HLE for their pre-school children?" I identified six research objectives inclusive relevant data-sets and statistical approaches: 1.

Validate the theoretical model by replicating my master's dissertation analyses using nationally representative/large-scale data on socio-economically disadvantaged families form the UK and/or Germany. 2.

Investigate previously found unexpected effects of specific resources in families primarily disadvantaged by their living environment. 3.

Examine the relevance of the theoretical model across the Covid-19 pandemic in socio-economically disadvantaged families, considering potential changes. 4. Apply the theoretical model to Roma families in Greece, Czech Republic, and Portugal. 5.

Analyze the effects of migration background on the relevance of predictor categories and resources in different migration populations, e.g. in Germany. 6.

Explore sources of variance in the digital HLE applying my theoretical model, focusing on families primarily disadvantaged by their living environment.

I aim to contribute valuable insights into the multifaceted aspects of HLE among disadvantaged families, offering implications for policy and practice to enhance early childhood development and reduce educational disparities.

By addressing the research gap in understanding predictors of HLE in disadvantaged families, my research has the potential to inform interventions fostering positive outcomes for preschool-aged children facing socioeconomic challenges.