Optimization Analysis of Kindergarten Educational Environment Creation Path in the Field of Informatization Perspective

[1] Attig, M., & Weinert, S. (2020). What impacts early language skills? effects of social disparities and different process characteristics of the home learning environment in the first 2 years. Frontiers in Psychology, 11, 557751. Search in Google Scholar

[2] Kalyon, D. A. (2020). The science learning environment primary school students’ imagine. Journal of Baltic Science Education, 19(4), 605-627. Search in Google Scholar

[3] Archer, K., Wood, E., & Pasquale, D. D. (2021). Examining joint parent-child interactions involving infants and toddlers when introducing mobile technology. Infant Behavior & Development, 63(2), 101568. Search in Google Scholar

[4] Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263-274. Search in Google Scholar

[5] José Armando Valente, Caceffo, R., Bonacin, R., Reis, J. C. D., Gonalves, D. A., & Maria Cecília Calani Baranauskas. (2021). Embodied-based environment for kindergarten children: revisiting constructionist ideas. British Journal of Educational Technology, 52(3). Search in Google Scholar

[6] María Inés Susperreguy, Burr, S. D. L., Xu, C., Douglas, H., & Jo‐Anne LeFevre. (2020). Children’s home numeracy environment predicts growth of their early mathematical skills in kindergarten. Child Development, 91(5). Search in Google Scholar

[7] Tamis-Lemonda, C. S., Luo, R., Mcfadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children’s 5th grade academic skills. Applied developmental science(2). Search in Google Scholar

[8] Liu, C., & Georgiou, G. K. (2017). Cognitive and environmental correlates of rapid automatized naming in chinese kindergarten children. Journal of Educational Psychology, 109(4), págs. 465-476. Search in Google Scholar

[9] Evans, M. A., & Hulak, L. (2018). Learning to read at home: kindergarten children’s report in relation to observed parent behaviour. Early Childhood Research Quarterly. Search in Google Scholar

[10] Wesseling, P. B. C., Christmann, C. A., & Thomas, L. (2017). Shared book reading promotes not only language development, but also grapheme awareness in german kindergarten children. Frontiers in Psychology, 8. Search in Google Scholar

[11] Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S. C. (2020). The home literacy environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Frontiers in Psychology, 11. Search in Google Scholar

[12] Muez, D., Bull, R., & Lee, K. (2021). Socioeconomic status, home mathematics environment and math achievement in kindergarten: a mediation analysis. Developmental Science, 24. Search in Google Scholar

[13] Mccormick, M. P., Pralica, M., Weiland, C., Hsueh, J. A., Moffett, L., & Guerrero-Rosada, P., et al. (2022). Does kindergarten instruction matter for sustaining the prekindergarten (prek) boost? evidence from individual- and classroom-level survey and observational data. Developmental psychology, 58(7), 1298-1317. Search in Google Scholar

[14] Connor, M. D., Adams, A., Zargar, E., Wood, T. S., & Vandell, D. L. (2019). Observing individual children in early childhood classrooms using optimizing learning opportunities for students (olos): a feasibility study. Early Childhood Research Quarterly. Search in Google Scholar

[15] Ziv, Y., & Arbel, R. (2020). Parenting practices, aggressive response evaluationand decision, and social difficulties in kindergarten children: the role of fathers. Aggressive Behavior. Search in Google Scholar

[16] Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: what dimensions support children’s language growth?. Early Childhood Research Quarterly, 42, 79-92. Search in Google Scholar

[17] Nacher, V., Jurdi, S., Jaen, J., & Garcia-Sanjuan, F. (2019). Exploring visual prompts for communicating directional awareness to kindergarten children. International Journal of Human-Computer Studies. Search in Google Scholar

[18] Melis, C., Wold, P. A., Bjrgen, K., & Moe, B. (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability, 12(19), 8037. Search in Google Scholar

[19] Li, J. (2021). Research on the reform and innovation of preschool education informatization under the background of wireless communication and virtual reality. Wireless Communications and Mobile Computing. Search in Google Scholar