Mathematical competencies are a core prerequisite for educational success. In the present study, we therefore examine the relevance of the early years home and institutional learning environment at the age of two years on mathematical competencies at the age of four, while controlling for the later years home learning environment using the data of the starting cohort one of the NEPS study (N = 1170). Results show positive effects of global processual aspects of the home learning environment, conceptualized as the frequency of joint activities at home and domain specific aspects, which are mathematical and language stimulation in parent-child interactions. The effects of parent-child interactions in the early years remains when control variables and joint activities at later ages are added. Processual aspects of institutional child care were analyzed on a subsample (N = 230) and showed only small associations with later mathematical competencies.

Keywords
Home learning environment; Institutional learning environment; Mathematical competencies; Parent-child interaction; Joint activities; Early childhood education and care