Preschool children’s language and preliteracy skills are influenced by their home literacy environments. We asked to what extent this is true even for children in a context, Denmark, with near-universal childcare (97% at age 3–5), and additionally, if it holds specifically for dual-language learners. The sample consisted of 5791 4–6-year-olds from diverse socioeconomic backgrounds, who had attended full-time childcare since age 1–1½ on average. Despite years in childcare programs, two home literacy factors, book exposure and preliteracy activities, were significantly related to children’s Danish language and preliteracy skills. Moreover, this relation was significantly stronger for children learning a minority language at home. High book exposure either narrowed or closed the Danish majority language skill gap with single-language learners. Early entry in childcare predicted stronger language and preliteracy skills; however, early entry increased rather than diminished effects of home literacy environments on language skills, suggesting possible cross fertilization of home and childcare environments. Children with a native and a nonnative parent had substantially higher Danish language and preliteracy skills when the mother was the native than when the father was, a difference equivalent to ¾ year’s language development. Nonnative parents’ Danish proficiency and degree of Danish use showed complex relations to child outcomes, including positive, negative and null effects. Overall, the results indicate that childcare works as an addition, not a substitute for a supportive home literacy environment.

学龄前儿童的语言和识字能力受其家庭识字环境的影响。我们问到即使在丹麦，儿童保育几乎普及的情况下（3-5岁时为97％），以及对英语学习者是否特别适用，这在多大程度上是正确的。样本包括5791名4-6岁，来自不同社会经济背景的人，他们从1–1.5岁开始平均接受全日制托儿服务。尽管有多年的儿童保育计划，但两个家庭识字因素（书本暴露和识字活动）与儿童的丹麦语言和识字技能显着相关。而且，这种关系对于在家学习少数民族语言的孩子而言，这种关系明显更强。较高的书籍曝光率会缩小或缩小丹麦语与单语学习者之间的多数语言技能差距。尽早进入托儿所预示着较强的语言和读写能力；然而，提早进入家庭语言环境对语言技能的影响增强而不是减弱，这表明家庭和育儿环境可能相互交叉。拥有母语和非母语父母的孩子在母亲为母语的情况下比在父亲的情况下拥有更高的丹麦语和识字能力，这一差异相当于¾年语言发展水平。非母语父母的丹麦语熟练程度和丹麦语使用程度显示出与儿童结局的复杂关系，包括正面，负面和无效影响。总体而言，结果表明，托儿服务是一种补充，而不是替代性的家庭扫盲环境。提早进入家庭语言环境对语言技能的影响增加而不是减少，这表明家庭和育儿环境可能相互受精。拥有母语和非母语父母的孩子在母亲为母语的情况下比在父亲的情况下拥有更高的丹麦语和识字能力，这一差异相当于¾年语言发展水平。非母语父母的丹麦语熟练程度和丹麦语使用程度显示出与儿童结局的复杂关系，包括正面，负面和无效影响。总体而言，结果表明，托儿服务是一种补充，而不是替代性的家庭扫盲环境。提早进入家庭语言环境对语言技能的影响增加而不是减少，这表明家庭和育儿环境可能相互受精。拥有母语和非母语父母的孩子在母亲为母语的情况下比在父亲的情况下拥有更高的丹麦语和识字能力，这一差异相当于¾年语言发展水平。非母语父母的丹麦语熟练程度和丹麦语使用程度显示出与儿童结局的复杂关系，包括正面，负面和无效影响。总体而言，结果表明，托儿服务是一种补充，而不是替代性的家庭扫盲环境。拥有母语和非母语父母的孩子在母亲为母语的情况下比在父亲的情况下拥有更高的丹麦语和识字能力，这一差异相当于¾年语言发展水平。非母语父母的丹麦语熟练程度和丹麦语使用程度显示出与儿童结局的复杂关系，包括正面，负面和无效影响。总体而言，结果表明，托儿服务是一种补充，而不是替代性的家庭扫盲环境。拥有母语和非母语父母的孩子在母亲为母语的情况下比在父亲的情况下拥有更高的丹麦语和识字能力，这一差异相当于¾年语言发展水平。非母语父母的丹麦语熟练程度和丹麦语使用程度显示出与儿童结局的复杂关系，包括正面，负面和无效影响。总体而言，结果表明，托儿服务是一种补充，而不是替代性的家庭扫盲环境。负面影响和无效影响。总体而言，结果表明，托儿服务是一种补充，而不是替代性的家庭扫盲环境。负面影响和无效影响。总体而言，结果表明，托儿服务是一种补充，而不是替代性的家庭扫盲环境。