Objective To explore the effect of home nurturing environment on early language and mathematical abilities in preschool children, so as to provide a scientific basis for promoting the development of these abilities in early childhood. Methods A cross-sectional cluster sampling method was employed to recruit 47 541 kindergarten children aged 3 to 6 years from 12 districts and counties in Changzhi City between March and May 2024. The Chinese Early Human Capability Index (CheHCI) was utilized to assess language and mathematics abilities, supplemented by the 3 - 6 Years Child Home Nurture Environment Scale and a general demographic questionnaire. Data were analyzed using SPSS version 27.0. Results The overall score of early language and mathematical abilities was 0.739±0.197 among children aged 3 - 6 years. The scores for children aged 3 -<4, 4 -<5, and 5 -<6 years were 0.573±0.197, 0.717±0.177, and 0.847±0.144, respectively. Home nurturing environment dimensions of language/cognitive stimulation (r=0.152), emotional warmth/self-expression (r=0.091), social adaptation/self-management (r=0.128), activity diversity/game participation (r=0.119), and environmental atmosphere (r=0.107) were positively correlated with early language and mathematical abilities (P<0.01), whereas neglect/interference/punishment was negatively correlated with these abilities (r=-0.021, P<0.01). Multiple linear regression analysis indicated that older age (4 - <5 years:β=0.353, 5 - <6 years: β=0.676), females (β=0.042), full-term birth (β=0.013), absence of neonatal hospitalization (β=0.011), absence of maternal high-risk factors during pregnancy (β=0.020), no screen exposure (β=0.036), higher parental educational level (mother's education: college degree or above: β=0.033, father's education: college degree or above: β=0.019), and monthly household income ≥10 000 yuan (β=0.020) were associated with higher language and mathematical scores (P<0.05). In addition, language/cognitive stimulation (β=0.167) and social adaptation/self-management (β=0.043) in the home nurturing environment were positively associated with children's language and mathematical abilities, whereas neglect/interference/punishment (β=-0.014) was negatively associated with these abilities (P<0.05). Conclusions Home nurturing environment is closely associated with early language and mathematical development in preschool children. Better language and cognitive stimulation, stronger support for social adaptation, and fewer neglectful or punitive parenting behaviors may contribute to improved language and mathematical abilities. Optimizing the home nurturing environment and reducing screen exposure may help support early childhood development.
Key words
early childhood language and mathematical abilities /
China Early Childhood Development Index /
home nurturing environment /
early childhood development
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