The Relationship of HOME to Preschool Children's Developmental Levels
Young Ae Jang,Yong Sun suh
Abstract
This study examined the characteristics of the relationship of home environment variables and preschool children`s intelligence, learning readiness and socio-emotional developments. The subjects of this study were 63 children at age five and-their mothers. Instruments included the children`s intelligence test, preschool inventory for learning readiness, the socio-emotional rating scale and the inventory of HOME. The data of the present study were analyzed by the statistical methods of Pearson`s product-moment correlation coefficient and step-wise multiple regression analysis. The kinds of HOME variables that significantly predict children`s intelligence were "need gratification and avoidance of restriction" "quality of language environment" "play materials" "aspects of physical environment" "organization of stable and predictable environment". The variables that significantly predict children`s socio-emotional developments were "breath of experience" "fostering maturity and independence" "developmental stimulation", All of the HOME variables were not significantly predict children`s learning readiness. The kinds of HOME factors that significantly predict children`s intelligence were factor II and factor III. Factor I predicted children`s socio-emotional developments significantly. All of the HOME factors were not significantly predicted children`s learning readiness.
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