THE INFLUENCE OF THE HOME ENVIRONMENT ON THE INTELLECTUAL AND SOCIAL SKILLS DEVELOPMENT OF PRE-PRIMARY CHILDREN IN AKINYELE AREA OF OYO STATE
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
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- Recommended for : Student Researchers
- NGN 3000
Background to the problem
Early years are the most crucial period for the development of the child and the home environment plays an essential role in the development of intellectual and social skills. Home is the first social context providing the base for children to understand the world. It is where learning begins. It is considered to be of paramount importance in intellectual and social skills development, especially in the first years of life when children’s experiences are predominantly dependent on what is provided by their parents and teachers. The home environment is the earliest contact learning environment in early childhood development. (Tamis-LeMonda et al., 2019).
Parents are the first educator of their children who are uniquely motivated to promote their children’s wellbeing and development (Reese et al,2010). The period from birth to the age of six is a critical phase for brain development which is influenced by the external environment which have a strong impact on social and intellectual development. Empirical evidence has shown the effects of home environment (HE) on children’s intellectual and social development. (Tamis-Lemonda et al., 2019; Bonifacci et al., 2022)). However, the home environment means the family background of the child, which includes all the human and material resources present in the home, that affect child's living such as the parent's level of education, occupation, social-economic status and the socializing facilities available in the house. (Muema et al., 2020). The home environment therefore plays a critical role in laying the foundation of intellectual capacities on which school and other external environments will build. It is also an effective combination of activities and resources at home, and a major factor in the development of children’s social and intellectual development.
The home environment can be associated with emotional warmth parents show while interacting with their children, the availability of engaging learning opportunities within the house, and the physical surroundings such as play places. An enriching and stimulating home environment foster healthy growth and brain development by providing a child with love, emotional support, and opportunities for learning and exploration. According to Murano et al (2020).
The home environment, is also a major factor in the development of children’s intellectual and social skills. In preschool, children’s imaginative thinking develops rapidly, abstract thinking is gradually developed, and it is a critical period for the development of social skills which predict a variety of developmental outcomes, like academic achievement, psychological development, and interpersonal relationships (Panayiotou et al., 2019) While, intellectual development refers to the children’s ability to respond according to the goal or task, to preserve the goal when distractions are encountered, and to inhibit habitual responses or impulsive behaviour (Nigg, 2017; Frick et al., 2021).
It is the characteristic and behavior of individuals who can establish and maintain positive relationships with others, fulfill the demands of the social environment, and achieve desired goals in groups. It includes cognitive control, emotional expressivity, empathy and prosocial behaviours, and emotion regulation, which are important aspects of non-cognitive abilities (Józsa and Barrett, 2018; Kwong et al., 2018).
An enriching and stimulating home environment foster healthy growth and brain development by providing a child with love, emotional support, and opportunities for learning and exploration. The home environment, where children spend a significant amount of time during their formative years, has been identified as a key influencer of children’s intellectual and social skills.
The impact of home environment provides an opportunity to identify areas where targeted interventions and support systems can be implemented to enhance children’s development. Such insights can inform the design of parent education programs, family support initiatives, and community-based interventions aimed at bolstering the home environment as a conducive setting for children’s learning and socialization.
Previous studies have shown that factors such as socioeconomic status, family functions, family activities, and parenting styles influence the development of young children’s social–emotional competence (Liu J. et al., 2020; Schapira and Aram, (2020).
Parents living in poverty are unable to provide stimulating materials (toys, and books) for their children and are often stressed and use harsh punishments to discipline their children. The effects of socio-economic status (SES) on cognitive function have been found to be mediated by the home environment (Coscia et al., 2001; Marques dos Santos et al, 2008)
In families where only one parent is present, there are often fewer economic and emotional resources. A problematic home environment, by contrast, can have detrimental effects on a child’s intellectual, social and emotional development. Research has shown that a negative home environment during the early years of life can lead to impaired development, including; poor language skills, behavioural problems, deficits in school readiness.
Brain imaging studies suggest that growing up in a disadvantaged or stressful environment can cause the brain to develop differently. Studies of young children have identified distinct patterns of brain activity associated with family income and other socio-economic factors that relate to social and emotional development, cognitive ability, and learning and memory. There is evidence that supportive home environment enhances child's confidence in his/herself, enable them to be sociable. This confidence helps students in developing their adjustment capabilities in different environments which positively influences the child’s educational performance (Donald Lukeman 2023).
The influence of the home environment on the social and intellectual development of preschool children is a subject of ongoing debate and research. While some argue that genetics and external factors play a larger role, studies have shown that the home environment can significantly impact a child's development in these areas (Shonkoff and Phillips, 2000). A nurturing and supportive home environment with positive interactions between parents and children can promote healthy social and emotional development. Additionally, a stimulating home environment with cognitive stimulation and opportunities for learning can enhance intellectual development. Furthermore, research has found that the quality of the home environment, including factors such as parental involvement, access to educational resources, and exposure to language and interaction, can have a lasting impact on a child's social and intellectual development ( kamariah Abu Bakar 2023)
In all, it appears that the home environment is an important agent in the development of intellectual and social skills development of pr-school children. Previous research has shown that elements of the home environment are independent predictors of children’s social–emotional competence development. A study of family structure also found that children from two-parent families scored higher in social–emotional development compared to children from single-parent families (Wang et al., 2019). However, there is few studies about the influence of home environment on intellectual and social skills development of pre-primary Children. Therefore, the aims of this study is to explore the influence of home environment on intellectual and social skills of pre-primary children.
1.2 Statement of the problem
The home environment has a vital role to play on the intellectual and social development of the child and his educational upbringing in particular. A child’s ability to grow, learn, and explore requires a healthy safe environment. In contrast, a child’s intellectual, social and emotional growth can be harmed by a poor home situation. According to research, a poor family environment during a child’s early years has been related to developmental delays. The social development of a child largely determines with whom the child form social relationships and the quality of those social relationships, as many of the relationship children form are within their family or neighbour.
A high-quality early home environment promotes the well-being of preschool children, while great numbers of children and frequent placement changes negatively affect cognitive, language, behavioral and social outcomes. Despite the importance attached to providing a good home environment in development of intellectual and social skills in pre-primary school, there still exist a great gap in some Nigerian homes and school environments where no adequate facilities are being provided and very little is known about the influence of home environment on intellectual and social skills development of pre-primary Children.
1.3 Research question
- What are the home activities that means to support intellectual development of the children?
- What are the home activities that means to support social development of the children?
- Is their relationship between home activities and intellectual development of the children?
- Is there relationship between home activities and social development of the children?
1.4 Scope of the study
This study focuses on the influence of the home environment on the intellectual and social skills development of pre-primary children in Akinyele Area of Oyo State.
1.5 Significance of the study
Understanding the importance of studying the influence of home environment on the intellectual and social skills development of pre-primary children is crucial for several reasons.
The early years of a child's life are the foundational years for their overall development. It has consistently shown that the home environment plays a significant role in shaping a child's cognitive, language, and social-emotional skills. Therefore, when we study the foundational years of a child it can provide valuable insights into how the home environment can be effective to promote positive development in young children.
The increasing in different family structures and factor, studying the influence of the home environment on pre-primary children's development can help identify factors that contribute to positive outcomes. This can be particularly important for informing interventions and support program that cater to the specific needs of different types of families, ultimately contributing to more equal opportunities for children's development. Understanding the influence of the home environment on intellectual and social skills development can shed light on differences in children's outcomes. By identifying potential risk factors in home environments and understanding their impact, it becomes possible to develop targeted interventions to support children who may be at a disadvantage. This can contribute to reducing developmental gaps and promoting more inclusive and supportive environments for all children.
This study is important because it can provide valuable guidance for parents, caregivers, educators, and policymakers. By highlighting the significance of the home environment, it can encourage collaborative efforts to create nurturing and enriching home environments that support children's holistic development.
Studying the influence of the home environment on the intellectual and social skills development of pre-primary children is crucial for understanding the foundational factors that shape children's development, addressing disparities, and creating supportive environments for all children to thrive.
1.6 Operational definition of terms
- Home: The home is a place where the children live with their parent.
- Home environment: The home environment is the family background of the child.
- Intellectual skills development: Intellectual development refers to the growth of a child’s ability to think and reason, how they organize their minds, ideas, and thought.
- Social skills development: Social skill is the gradual process by which a child learns to interact with others, form relationships and develop a sense of self in relations to others.
- Pre-primary children: These are children between the age of 3-5 years of age in study.
- Preschool: A preschool, is an educational establishment or learning space for early childhood.
- Child: A child is a young person especially between infancy and puberty.
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