Both linguistic and socioemotional competencies develop in early childhood in the context of children's learning environments at home and during interactions with their parents. To support linguistic competencies, the Home Literacy Environment (HLE) and shared reading routines play a crucial role. In turn, research also indicates associations between the HLE and children's socioemotional development. Based on a sample of N = 132 children with an average age of M = 37 months (SD = 4.00) at t1, this longitudinal study aimed at investigating the role of the HLE for the development of children's linguistic and socioemotional competencies in the early years. Children's receptive and expressive linguistic abilities were assessed with standardized tests and educators and parents reported on the HLE and shared reading routines, as well as children's socioemotional competencies and problem behavior three times across 1 year. In a structural equation model, children's HLE was a significant predictor of children's socioemotional competencies and problem behavior via linguistic abilities. Consequently, children's HLE and parental shared reading habits may be a good target for interventions to support young children's socioemotional learning by contributing to their linguistic development.

中文翻译：

---

家庭扫盲环境对儿童早期语言和社会情感能力发展的作用

语言能力和社会情感能力都是在儿童在家中的学习环境以及与父母的互动中发展的。为了支持语言能力，家庭识字环境 (HLE) 和共享阅读程序起着至关重要的作用。反过来，研究也表明 HLE 与儿童的社会情绪发展之间的关联。基于N  = 132 名平均年龄为M  = 37 个月的儿童的样本（SD = 4.00) 在 t1，这项纵向研究旨在调查 HLE 在早期儿童语言和社会情感能力发展中的作用。通过标准化测试评估儿童的接受和表达语言能力，教育工作者和家长在 1 年内 3 次报告了 HLE 和共享阅读程序，以及儿童的社会情感能力和问题行为。在结构方程模型中，儿童的 HLE 是通过语言能力预测儿童社会情感能力和问题行为的重要指标。因此，儿童的 HLE 和父母共享的阅读习惯可能是通过促进幼儿语言发展来支持幼儿社会情感学习的干预措施的一个很好的目标。