„During early childhood, the relationships between socio-economic risk factors and children’s reading and mathematics achievement are more pronounced. […] Studies in line with the bioecological theory by Bronfenbrenner and Morris mention the proximal processes of the home learning environment (e.g. low cognitively stimulating parenting such as rare joint book reading or rare board game play, low maternal sensitivity, for example no prompt responses to children’s needs, or rare physical affection) as a reason for the relationships between social disparities and children’s competencies.“
Univ.-Prof. Dr. Katharina Kluczniok u. a., Relations between socio-economic risk factors, home learning environment and children’s language competencies. In: European Educational Research Journal 2019, Vol. 18(1), S. 86.