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1.
This study evaluated the effects of HeadsUp! Reading (HUR), a professional development literacy workshop series, with and without supplementary mentoring on early childhood educators’ (ECEs) practices and its subsequent effect on preschool children's literacy skills. ECEs who served children in high poverty communities participated in a 15-week satellite broadcast training series. Pre- and post-assessments were completed for both the control and intervention groups. Participants in HUR and HUR + mentoring significantly exceeded the control ECEs on the quality of their classroom environments. Children's literacy skills improved more in the HUR classrooms than in control classrooms. Mentoring did not enhance preschool children's literacy skills more than HUR alone. The treatment was equally effective for Spanish- and English-speaking children. Early childhood educator participation in HeadsUp! Reading can enhance the effectiveness of classroom literacy practices and has subsequent benefits on language and literacy skills of preschool children from poverty backgrounds. These findings further support the crucial role of high quality programs for the development of children's literacy skills.  相似文献   

2.
This article aims to contribute new knowledge about the media literacies children assemble as they play the digital game Minecraft which it describes as a children's digital making platform. The article argues media literacy's tendency to use socio-cultural and humanist accounts of media participation limit its ability to fully explain digital making practices. Socio-material and performative literacy theories are used to introduce a framework for exploring digital media literacies across four nodes: digital materials, media production, conceptual understanding and media analysis [Dezuanni, M. 2015.“The Building Blocks of Digital Media Literacy: Socio-material Participation and the Production of Media Knowledge.”Journal of Curriculum Studies 47 (3): 416–419]. The article's second half outlines how the author uses digital ethnography in his home to understand children's Minecraft digital making and the article's theoretical claims are explored using empirical data. The conclusion considers the ramifications of digital making for media literacy research and practice.  相似文献   

3.
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39–49 months (M = 45.00; S.D. = 5.40) completed questionnaires about their family demography, their home environments, and their perceived parenting stress. Preschool teachers rated children's social functioning, and children were administered the PPVT-R (or the TVIP). Results of path analyses showed that when controlling for children's age and factors that potentially influence children's opportunities for learning, the relation between parents’ literacy involvement and children's PPVT-R/TVIP scores and social functioning was mediated by children's interest in literacy. In addition, mothers’ perceived parenting stress was directly associated with children's PPVT-R/TVIP scores and social functioning. The findings highlight within-group variations in the home literacy environments of low SES Latino families.  相似文献   

4.
The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed.  相似文献   

5.
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables.  相似文献   

6.
Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White U.S. parents' thinking about White children's Black-White racial biases. In Studies 1–3, parents reported that their own and other children would not express racial biases. When predicting children's social preferences for Black and White children (Study 2), parents underestimated their own and other children's racial biases. Reading an article about the nature, prevalence, and consequences of White children's racial biases (Study 3) increased parents' awareness of, concern about, and motivation to address children's biases (relative to a control condition). The findings have implications for engaging White parents to address their children's racial biases.  相似文献   

7.
Research Findings: The purpose of this paper is to explore the association between maternal reading beliefs and children's emergent literacy outcomes in light of maternal education. Furthermore, I consider whether maternal reading beliefs may mediate the association between maternal education level and children's print knowledge and phonological awareness while classroom quality, maternal literacy practices, gender, and ethnicity are controlled. Data were collected from a socioeconomically diverse population of 92 mothers and their preschool children from 2 demographically different counties in a Mid-Atlantic state. Correlations among all measures were moderate and positive, with higher levels of maternal education associated with higher scores on a maternal beliefs measure and higher child scores on a print knowledge and phonological awareness measure. Maternal reading beliefs mediated the effects of maternal education level on children's print knowledge and phonological awareness. This pathway remained in the presence of the 4 covariates for print knowledge only. Practice or Policy: These findings have important implications for practitioners as they work to involve parents in students’ literacy development by creating parent training programs that not only integrate but also highlight and even shape maternal reading beliefs.  相似文献   

8.
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
  • Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
  • Children's early reading skills can have an impact on later HLE.
  • The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
What this paper adds
  • In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
  • The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
  • More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
Implications for theory, policy or practice
  • We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
  • This can be particularly true of less educated parents with poorly performing children.
  • We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
  相似文献   

9.
Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e.g., PsycINFO, ERIC) and sources (e.g., United States Agency for International Development) met our inclusion criteria. The results revealed an overall effect of .30 across various literacy outcomes. Effects varied for different outcomes, such that largest effects were found in emergent literacy skills (e.g., .40) and the smallest effects in reading comprehension (.25) and oral language skills (.20). Effects also varied as a function of other features such as teacher training support.  相似文献   

10.
Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011–2014/2015, demographic and health variables from 255,090 children aged 4 years were related to whether they received a literacy intervention in early primary school. Overall, 20,652 (8.1%) children received an intervention. Time-to-event analysis revealed that all considered variables were significantly related to literacy intervention (all p < .01), but the full model lacked reasonable predictive power for population screening purposes (Harrell's c-statistic = .624; 95% CI [.618, .629]). Including more direct literacy measures in the national screening program is likely needed for improvement.  相似文献   

11.
Debate persists about whether parental sexual orientation affects children's well-being. This study utilized information from the 2013 to 2015 U.S., population-based National Health Interview Survey to examine associations between parental sexual orientation and children's well-being. Parents reported their children's (aged 4–17 years old, N = 21,103) emotional and mental health difficulties using the short form Strengths and Difficulties Questionnaire (SDQ). Children of bisexual parents had higher SDQ scores than children of heterosexual parents. Adjusting for parental psychological distress (a minority stress indicator) eliminated this difference. Children of lesbian and gay parents did not differ from children of heterosexual parents in emotional and mental health difficulties, yet, the results among children of bisexual parents warrant more research examining the impact of minority stress on families.  相似文献   

12.
This study assessed the links between early maternal employment and children's later academic and behavioral skills in Australia and the United Kingdom. Using representative samples of children born in each country from 2000 to 2004 (Australia N = 5,093, U.K. N = 18,497), OLS regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's skills in first grade. There were neutral associations between maternal employment and children's first‐grade skills in both countries. However, there was a slight indication that more time away from parenting was negatively linked to children's behavioral functioning in Australia and employment begun between 9 and 24 months was positively linked to cognitive skills for U.K. children of low‐wage mothers.  相似文献   

13.
This one-year collaborative study examined the role of narrative in promoting new forms of culturally responsive literacy learning in two contrasting international preschool contexts. The qualitative project was carried out by a U.S.-based teacher educator and a Palestinian-based teacher educator who examined the benefits of culturally responsive children's literature, child-centred and open-ended questions, narrative-based dictation and art activities, and co-constructed stories between parents and children. The findings indicate that small-scale changes in the use of narrative in literacy pedagogy can strengthen the classroom as a literacy community, foster culturally valued modes of thinking that deepen children's connections to stories, and strengthen children's engagement with a culturally responsive sense of aesthetic representation. The study's implications emphasise the power of narrative to deepen young children's engagement with literacy in contrasting international settings, and the productive role of cross-cultural collaborative research to diversify current definitions of high-quality early literacy education at the global level.  相似文献   

14.
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish–English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills.  相似文献   

15.
Young children under 6 years old are over-represented in the U.S. child welfare system (CWS). Due to their exposure to early deprivation and trauma, they are also highly vulnerable to developmental problems, including language delays. High quality early care and education (ECE) programs (e.g. preschool, Head Start) can improve children's development and so policymakers have begun calling for increased enrollment of CWS-supervised children in these programs. However, it is not a given that ECE will benefit all children who experience maltreatment. Some types of maltreatment may result in trauma-related learning and behavior challenges or developmental deficits that cause children to respond to ECE settings differently. The current study uses data from a nationally representative survey of children in the U.S. child welfare system, the National Survey of Child and Adolescent Well-Being II, to assess whether young CWS-supervised children (N = 1,652) who were enrolled in ECE had better language development outcomes 18 months later than those not enrolled in ECE. We also explore whether the type of maltreatment that brought children to the CWS’ attention moderates the relationship between ECE and children's language development. After controlling for children's initial scores on the Preschool Language Scale (PLS-3), type(s) of maltreatment experienced, and child and caregiver demographics, we found that ECE participation predicted better PLS-3 scores at follow-up, with a positive interaction between ECE participation and supervisory neglect. ECE seems to be beneficial for CWS-involved children's early language development, especially for children referred to the CWS because they lack appropriate parent supervision at home.  相似文献   

16.
Individuals often develop negative biases toward unfamiliar or denigrated groups. Two experimental studies were conducted to investigate the extent to which brief negative messages about novel social groups influence children's (4- to 9-year-olds'; N = 153) intergroup attitudes. The studies examined the relative influence of messages that are provided directly to children versus messages that are overheard and examined whether the force of these messages varies with children's age. According to implicit and explicit measures of children's intergroup attitudes, children rapidly internalized messages demeaning novel groups, thus forming negative attitudes toward outgroups merely on the basis of hearsay. These effects were generally stronger among older children, and were particularly pronounced when the message was provided directly to children.  相似文献   

17.
We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly.  相似文献   

18.
This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC‐funded study (RES‐000‐22‐2451) investigating 3‐ and 4‐year‐old children's encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The study goes beyond analysis of spoken language, giving a more complete understanding of literacy learning processes through detailed analysis of how children use multiple communicative modes as they experience literacy in different media. These experiences underpin metacognitive development and are crucial to children's abilities to act strategically in future situations. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children's literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.  相似文献   

19.
This study of 241 parent–child dyads from the United Kingdom (N = 120, Mage = 3.92, SD = 0.53) and Hong Kong (N = 121, Mage = 3.99, SD = 0.50) breaks new ground by adopting a cross‐cultural approach to investigate children's theory of mind and parental mind‐mindedness. Relative to the Hong Kong sample, U.K. children showed superior theory‐of‐mind performance and U.K. parents showed greater levels of mind‐mindedness. Within both cultures parental mind‐mindedness was correlated with theory of mind. Mind‐mindedness also accounted for cultural differences in preschoolers’ theory of mind. We argue that children's family environments might shed light on how culture shapes children's theory of mind.  相似文献   

20.
The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy.  相似文献   

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