The Impact of Children’s Literature and Family Environment on Early Childhood Education

¹ Department of Elementary Education,San Francisco State University, San Francisco, 94132, America
^2* Corresponding author: School of Education, Huanggang Normal University, Huanggang, 438000, China

^a carol.zhou1021@hotmail.com
^b luxue1026@sina.com

Abstract

It is generally believed that early childhood education primarily takes place in early education in-stitutions, where parents receive training to support their child’s education. Additionally, children’s literature is diverse, with a rich history and various genres. However, there is a lack of research regarding the influ-ence of the family environment and children’s literature on early childhood education, particularly in terms of quantifying this impact. To address this gap in knowledge, this study investigates the effects of the family environment and children’s literature on early childhood education. Specifically, the early childhood educa-tion group is divided into two categories: a parental guardianship group and an others guardianship group, depending on the relationship between the person receiving training from the parent school and the child. The study compares the developmental quotient, height, and weight of children in each group. Additionally, three types of children’s literature commonly used in kindergartens (nursery rhymes, children’s films, and picture book stories) are selected to analyze their educational value for children. The results indicate that early education is crucial for children’s physical and mental development, and parents should receive train-ing in different groups based on their role as guardians. Furthermore, children’s literature can enhance chil-dren’s perception of beauty and contribute to their emotional, linguistic, intellectual, and social development.