Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

Abstract

It is well accepted that the home learning environment impacts school performance; how-ever, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (N = 177) of elementary students about the home learning environment. Our research questions addressed (1) the amount of time children spend on mathe-matics, reading, written language, and science at home, and differences by subject and/or grade; (2) parental beliefs about the importance of engaging in home learning activities in each of the four subjects; (3) parental confidence in supporting each of the four academic subjects; (4) parental and child enjoyment of the four academic subjects; and (5) who (parents, child, or teacher) initiated home learning activities in the different subject areas. The results indicated that elementary school‐age children were engaged in reading, mathematics, science, and written language activities at home; however, the most time was spent on reading activities. Parents reported viewing engagement and assistance with academically related activities at home as important; however, they were more con-fident assisting with reading and written language than mathematics or science. Strong associations were noted between parental enjoyment of a subject and their confidence in assisting their child. Overall, teachers initiated more activities for older children and were more likely to initiate mathematics activities. When children initiated an activity, it was typically reading related.