The mediating role of the home learning environment in the relationship between preschool-based involvement and school readiness

This cross-sectional study used a questionnaire survey to examine whether preschool-based involvement is associated with school readiness directly and indirectly through the HLE. The sample comprised 2,280 parents from 12 public kindergartens across six cities in Henan Province, China. Structural equation modelling revealed that preschool-based involvement significantly predicted four dimensions of school readiness — physical and mental readiness, daily life readiness, social readiness, and learning readiness. In addition, the HLE partially mediated these associations: preschool-based involvement was related to richer home learning activities, more frequent enriched life experiences, and greater access to cultural resources, which, in turn, were positively related to school readiness. These findings underscore the value of strengthening home-kindergarten collaboration and provide parent-facing guidance that helps translate school practices into daily home routines. Together, the results support a pathway in which school–family partnership is realized in children's everyday home contexts, ultimately fostering holistic readiness for formal schooling.