Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
5.5
2.6
Journals
Education Sciences
Special Issues
How Aspects of the Home Environment Promote Young Children’s Academic...
share announcement

How Aspects of the Home Environment Promote Young Children’s Academic and Social Development

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: 30 April 2026 | Viewed by 5113

Special Issue Editors

Dr. Susan Sonnenschein

E-Mail Website
Guest Editor
Psychology Department, University of Maryland, Baltimore County, Baltimore, MD 21250, USA
Interests: promoting the academic success of children from diverse (race/ethnicity, SES, linguistic) backgrounds; how parental beliefs and practices are associated with children’s academic development
Special Issues, Collections and Topics in MDPI journals
Dr. Michele L. Stites

E-Mail Website
Guest Editor
Department of Education, University of Maryland, Baltimore County, Baltimore, MD 21250, USA
Interests: early childhood education; universal design for learning (UDL); early childhood mathematics; STEAM in early childhood education; STEAM in inclusive settings; early childhood teacher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue will explore how home-based factors promote young children’s (approx. ages: 2–8 years) social/emotional and academic development. Most theories of development discuss the importance of the home in fostering children’s development (e.g., Bronfenbrenner, 1979) without necessarily distinguishing which home factors are related to which aspects of children’s development. We welcome submissions that discuss how different aspects of the home (e.g., parents, siblings, grandparents, or different artifacts) foster children’s social/emotional and/or academic development. We welcome original research articles, concept/theoretical papers, and reviews that address, but are not limited to, the following topics:

  • Home learning experiences that help children develop social/emotional and/or academic growth in early childhood;
  • The use of digital devices in the home (tablets, laptops, etc.) and its impact on social/emotional and/or academic development;
  • How young children with disabilities are included in home-based social and/or academic experiences in early childhood;
  • How parents of young children with disabilities support their child’s social and/or academic skills;
  • How educators support home academic and/or social development;
  • Social/emotional skill development in early childhood;
  • Play-based learning at home to develop social or academic skills in early childhood;
  • The connection between social/emotional and academic development and factors that foster them.

We look forward to receiving your contributions.

Dr. Susan Sonnenschein
Dr. Michele L. Stites
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • children’s social development
  • children’s academic/educational development
  • children’s early development

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

25 pages, 536 KB  
Article
The More, the Better? Quantitative and Qualitative Aspects of the Home Literacy Environment and Their Impact on Children’s Literacy Development
by María Valcárcel Jiménez, Tina Schiele, Öykü Camligüney, Jana Schuster and Frank Niklas
Educ. Sci. 2026, 16(2), 197; https://doi.org/10.3390/educsci16020197 - 28 Jan 2026
Viewed by 736
Abstract
The Home Literacy Environment (HLE) plays a key role in children’s literacy development. While previous research has mainly focused on the quantity of literacy activities, the role of the quality of parent–child interactions within the HLE in children’s literacy development has been relatively [...] Read more.
The Home Literacy Environment (HLE) plays a key role in children’s literacy development. While previous research has mainly focused on the quantity of literacy activities, the role of the quality of parent–child interactions within the HLE in children’s literacy development has been relatively understudied. Using a sample of N = 500 preschoolers (Mage = 60.97; SDage = 4.61; 51% girls; 38% migration background) in Germany, this study examines the quantity and quality of the early HLE: their (1) interrelation, (2) contributions to emergent literacy skills in preschool, and (3) long-term effects on literacy outcomes by the end of Grade 2, controlling for child and family characteristics. Results from a manifest structural equation model indicate that the quantitative informal and formal HLE, as well as the quality of the HLE, were partly positively associated with children’s literacy skills (vocabulary, phonological awareness, and letter knowledge) in the penultimate year of preschool (T1) and a year later (T2). Only the quantitative formal HLE predicted spelling skills at the end of Grade 2 (T3). These findings suggest that the early HLE is mainly associated with emergent literacy skills during preschool. Sustained quantitative and qualitative literacy support throughout primary school may be necessary for long-term literacy success. Full article
(This article belongs to the Special Issue How Aspects of the Home Environment Promote Young Children’s Academic and Social Development)
►▼ Show Figures

Figure 1

16 pages, 288 KB  
Article
Mothers as Architects: Exploring How Mothers Promote the Academic and Social-Emotional Development of Their Young Children with Developmental Language Delay
by Deborah Bergman Deitcher and Raaya Alon
Educ. Sci. 2026, 16(2), 186; https://doi.org/10.3390/educsci16020186 - 26 Jan 2026
Viewed by 876
Abstract
Language delay is a fairly frequent phenomenon in young children, with associated negative outcomes across the academic, social, and emotional areas of their lives. This qualitative study was designed to deeply examine mothers’ experiences and the ways in which they promote the development [...] Read more.
Language delay is a fairly frequent phenomenon in young children, with associated negative outcomes across the academic, social, and emotional areas of their lives. This qualitative study was designed to deeply examine mothers’ experiences and the ways in which they promote the development of their children with language delay. Twenty mothers of children with language delay (aged four to nine), who were recruited through advertisements posted by language preschool/school teachers, participated in semi-structured interviews. Thematic analysis revealed themes relating to the challenges of raising a child with language delay, along with how mothers create a safe emotional environment for their child’s development, find opportunities and encourage social interactions, utilize their day-to-day routines to promote language and learning, and actively engage with their children’s educational framework. These results highlight how mothers serve as the “architects” of their children’s development. Despite the difficulties they encounter, such as high stress levels, mental health challenges, isolation, and guilt, and the far-reaching implications of their children’s language delay on their day-to-day living, mothers shape the home environment to promote their children’s academic, social, and emotional development. The study thus indicates that mothers intuitively promote their children’s development and that practitioners and others can support mothers’ own initiatives along with providing guidance. Full article
(This article belongs to the Special Issue How Aspects of the Home Environment Promote Young Children’s Academic and Social Development)
23 pages, 484 KB  
Article
Parenting and Coping During a Crisis: A Qualitative Cross-Cultural Study Two Years After COVID-19
by Galia Meoded Karabanov, Dorit Aram, Susan Sonnenschein, Michele L. Stites, Katerina Shtereva, Carmen López-Escribano, Merav Asaf, Margalit Ziv and Hadar Hazan
Educ. Sci. 2025, 15(9), 1113; https://doi.org/10.3390/educsci15091113 - 27 Aug 2025
Cited by 1 | Viewed by 2928
Abstract
The COVID-19 pandemic unprecedentedly challenged families worldwide, yet little is known about how parents from diverse cultural contexts retrospectively interpret their parenting roles and coping strategies. This study explores parenting adjustments two years after the pandemic’s onset among five cultural groups: Bulgarian and [...] Read more.
The COVID-19 pandemic unprecedentedly challenged families worldwide, yet little is known about how parents from diverse cultural contexts retrospectively interpret their parenting roles and coping strategies. This study explores parenting adjustments two years after the pandemic’s onset among five cultural groups: Bulgarian and Spanish (Eastern and Western Europe), Israeli Arabs and Jews (Middle East), and U.S. families. Fifty parents, primarily mothers of children aged 2–8, were recruited through snowball sampling. Semi-structured interviews were conducted using the Parenting Pentagon Model (PPM), which includes five constructs: Partnership, Parental Leadership, Love, Encouraging Independence, and Adherence to Rules. Data were analyzed using grounded theory and directed content analysis. Across cultures, Love and Parental Leadership were central to maintaining emotional stability and family cohesion. Partnership showed cultural variation: Bulgarian and Spanish parents often shared responsibilities, while U.S. mothers reported handling childcare alone, heightening work–life tension. Israeli-Arab fathers became more involved in caregiving, while Israeli-Jewish mothers described both strengthened and strained partnerships. Coping strategies were shaped by cultural values and family demographics (e.g., family size). The findings emphasize parents’ vital role in fostering family resilience during crises and stress the importance of culturally sensitive support to enhance families’ adaptive capacity for future challenges. Full article
(This article belongs to the Special Issue How Aspects of the Home Environment Promote Young Children’s Academic and Social Development)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-3
Back to TopTop