Peer-reviewed article
Family Environment and Early Childhood Education as Predictors of Learning Outcomes from Birth to Age 5: A Systematic Review and Meta‑Analysis
Diamanti K, Eslahi AV, Adamopoulos I ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review and meta-analysis examined how family environment quality and early childhood education (ECE) quality predict learning outcomes in children from birth to age 5. The analysis of 25 studies involving over 65,000 children found that both family environment and ECE quality independently support early learning, with family environment showing slightly stronger effects. Cognitive and language development showed the largest improvements. The findings suggest that investments in both home and educational settings together produce better outcomes for young children.
Key points
- Family environment quality had a moderate-to-large effect on learning outcomes (g = 0.52)
- ECE quality had a moderate effect on learning outcomes (g = 0.38)
- Cognitive-linguistic outcomes showed the largest effects across both predictors (g = 0.61)
- Only three studies examined both predictors simultaneously, suggesting potential cumulative advantage (β = 0.23, p < 0.001)
- Overall pooled effect across both domains was moderate-to-large (g = 0.410)
Limitations
The review is limited by the small number of studies (only three) that examined family environment and ECE quality together, making conclusions about their combined or interactive effects preliminary. The review does not provide information about which specific family or educational factors are most influential, or how effects vary by child characteristics, socioeconomic status, or geographic context.
Abstract
Abstract The period from birth to school entry (ages 0-5 years) is characterized by rapid cognitive, socio-emotional, and behavioral development that is influenced by the family environment and early childhood education (ECE). Few reviews have synthesized evidence about the combined effects of these two domains, and interactive effects still less so. This meta-analysis synthesized studies investigating the relationship between family environmental factors and ECE quality on learning outcomes in children from birth through kindergarten entry, with predictor measurement occurring within the first 48 months of life. A systematic search of empirical studies was conducted on ERIC, PubMed, Scopus, Web of Science, Embase, and Google Scholar (January 2000 - December 2025) according to PRISMA 2020 guidelines. Random effects models were applied for analyses, and heterogeneity, publication bias, and moderators were explored using Comprehensive Meta‑Analysis (Version 3). Twenty-five studies (N = 65,657 children) were included. The overall pooled effect was moderate-to-large (g = 0.410, 95% CI [0.362, 0.459]). Family environment quality showed a moderate-to-large effect (g = 0.52, 95% CI [0.48, 0.56]), whereas ECE quality showed a moderate effect (g = 0.38, 95% CI [0.34, 0.42]). Only three studies included both predictors simultaneously; exploratory meta-analysis suggested potential cumulative advantage (β = 0.23, p < 0.001), though these results are preliminary due to limited studies. Cognitive-linguistic outcomes showed the largest effects (g = 0.61). Sensitivity analyses confirmed that including studies with outcomes up to 60 months did not alter substantive conclusions. Family environment quality and ECE quality are independently associated with early learning outcomes, with family environment showing slightly larger effect sizes. Findings support integrated investments in both contexts to maximize early learning.