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1.
This study examined how parents' reports of children’s technology use in the home varies by a child’s gender or grade level. Framed by technology adoption models, this mixed-method study gathered parent reports of their elementary child’s use of portable technology for entertainment and learning in the home, collected from 120 surveys and 13 individual interviews with survey respondents. Results across the four 2×2 ANOVAs yielded three significant main effects: gender and entertainment devices, gender and entertainment apps, grade level and learning apps. No significant effects were found among any of the interaction variables or within the ANOVA summary for learning devices. Interview data revealed girls are interested in reading with Kindle, whereas parents are reluctant to provide boys with portable technology because of their preference to play games. Strategies are provided for teachers, support specialists, and parents to improve how children use technology. Implications for app developers are suggested.  相似文献   

2.
Parents vary in both their willingness and ability to pay for their children’s college expenses, yet there is little research on how adolescents’ expectations of future financial support from parents affect their college enrollment decisions. Using data from the High School Longitudinal Study, I fill this gap in the literature by examining the predictors of parents’ plans to pay for college and estimating the effect of having a parent that plans to pay for college on an adolescent’s probability of college attendance. The results suggest that after parents’ ability to pay is taken into account, social class remains a strong predictor of whether parents plan to pay for their children’s college education. Additionally, parent’s plans to pay for college have a measurable impact on children’s college enrollment as long as the child is aware of or agrees with the parent’s plans. Therefore, it is likely that socioeconomic differences in parents’ pledges of financial support to adolescents contribute to postsecondary stratification. The results from this study suggest that policymakers and researchers who are concerned about educational inequality should pay greater attention to the role of parental financial support in structuring children’s ability to access college.  相似文献   

3.
Children’s involvement in home literacy and numeracy activities has been linked to school achievement, but the subtleties in the home environment responsible for these gains have yet to be thoroughly investigated. The purpose of this study was to determine how children’s interests and collaborative parent–child interactions affect exposure to home literacy and numeracy activities. Parents of 170 four-to-five year old children completed a survey about their child’s home learning environment. They rated their children’s interests in 14 activities, and the extent of parent–child collaboration on a cooking and card-making task. Follow up interviews were also initiated with four mothers to provide validation of the survey data in numeracy. Factor analyses reduced the number of survey items. Parents whose children preferred exploratory, active or crafts activities reported frequent engagement in literacy and numeracy activities. Parents seeking a collaborative approach during activities reported increased exposure to home literacy and numeracy activities than families with less collaborative involvement. Interview data confirmed that parents of children with high numeracy scores were exposing their children to rich numeracy activities during play. The findings suggest that children’s interests and collaborative parent–child involvement impact literacy and numeracy exposure in the home.  相似文献   

4.
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5.
Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children.  相似文献   

6.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

7.
The study aimed to deepen the understanding of parental sensitivity to their children’s abilities and the nature of their scaffolding during writing tasks. We compared the parent–child writing interactions of three groups: precocious readers (PRs), same age preschoolers (SA), and older children with the same reading level (SRL) as the PRs. Each of 60 parent child-dyads was videotaped during three writing activities that varied in their structure level: word writing, writing a birthday invitation, and free writing within a wordless children’s book. Interactions were analyzed for parental literacy-specific, social-emotional, and general cognitive support. Results demonstrated parents’ sensitivity to their children’s developmental level and skills. Parents of PRs showed levels of literacy-specific support similar to parents of older children with the SRL, and higher than parents of SA non-reading children. Parents of PRs resembled parents of SA preschoolers and provided their children with more social-emotional support than parents of the older SRL children. The general cognitive support of parents of PRs was higher than that of the two other groups. Moreover, parents of PRs referred to writing conventions and showed more responsiveness than parents in the other two groups. Parents in all three groups emphasized literacy-specific support during the more structured writing tasks (words and invitation), and placed greater emphasis on the social-emotional and general cognitive support during the least structured task (free writing within the wordless book). Beyond these differences, parents demonstrated a consistent support style. We discuss parent–child writing interactions as a context for early literacy development.  相似文献   

8.
Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning.  相似文献   

9.
Studies conducted in the US consistently demonstrate that parenting self-efficacy and construction of the parent role are critical elements associated with parents’ involvement in their children's elementary school education. Less is known about the dynamics of parent involvement during the preschool period, or in nations outside the US. This study examined the relation of maternal beliefs and family SES to three dimensions of parent involvement in Japan: preschool selection strategies, engagement in reading at home, and involvement in activities at the preschool. Interview and questionnaire data were obtained from 108 Japanese mothers, all of whom had a child in the last year of preschool. Consistent with theory and findings in the US, parenting self-efficacy and family role construction were associated with Japanese mothers’ strategies for selecting preschools and frequency of engaging in home reading. Findings regarding family SES demonstrated a culturally specific pattern; mothers of higher SES background were more likely to access formal sources of information and to engage in daily home reading but less likely to participate at the school site.  相似文献   

10.
Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited from 7 preschools located in northeastern China. The results showed that when parents expected their child to master social-emotional skills at a younger age or when they placed more value on social-emotional skills, they were more likely to adopt authoritative parenting, their children had better social competence, and finally their children showed better preacademic skills. The findings not only provided support for the interconnections between Chinese young children’s social-emotional functioning and preacademic skills but also revealed parenting styles and child social competence as potential pathways through which parents’ social-emotional expectations relate to children’s preacademic skills. Practice or Policy: The findings can be used to facilitate parent education efforts to help contemporary Chinese parents reflect on and even adjust their developmental expectations for young children. Parental expectations can also be an important element to consider in prevention and intervention programs that are designed to improve young children’s social-emotional and preacademic skills.  相似文献   

11.
The study aimed to examine the perceptions of immigrant parents regarding their school’s efforts to encourage three types of parent involvement: Parenting, Communicating, and Learning at Home. The sample includes 106 immigrant parents with children who were enrolled in English Language Learners programmes at 10 schools in a suburban school district in Minnesota, USA. The results showed that depending on their ethnicities, the children’s school levels and the father’s educational level, the perceptions of the parents were significantly different in terms of the “Parenting” and “Learning at Home” involvement types. Mother’s educational level was significantly correlated to the languages used at home and to their children’s academic achievement in English. Results indicated that schools should consider ethnic backgrounds and educational levels of parents, and languages used at home to instil as collaborations between immigrant parents and schools.  相似文献   

12.
Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.  相似文献   

13.
This study investigates the educational attainment of children of immigrants in the United States. By employing a more detailed classification of children of immigrants, we examine whether a foreign place of birth of either parent or child affects the child's educational attainment. Our results indicate that the full-second generation (U.S.-born children with both foreign-born parents) achieves the highest educational attainment, while the full-first generation (foreign-born children with both foreign-born parents) achieves the second highest educational attainment compared to the other groups of children of immigrants and native children. Full-first and full-second generation females also achieve higher educational attainment than their native female peers. The results support the optimism theory of assimilation in which the educational attainment of children of immigrants relies on the combination of their foreign-born parents’ strong values on education and the children's English proficiency.  相似文献   

14.
The role parents can play in supporting early reading attainment is well documented. There is still, however, a need to understand what motivates parents to become involved in reading at home with their child. Past research, based upon correlational studies, has mixed findings regarding the influence of the teacher and the child on parents’ motivation at home. Through two quasi-experiments, the present study explored the influence of teacher invitations in Kindergarten classes, and child invitations in Grade 2 classes on completion rates of a home reading challenge. The completion of the home reading among families was investigated across two metropolitan schools in Sydney, Australia. Both of the interventions resulted in significantly higher completion rates compared to control groups (teacher invitations: d = .68; child invitations: d = .73). This paper adds to existing research by providing a clearer picture of the cause-and-effect relationship between schools’ use of invitations to facilitate children’s home reading.  相似文献   

15.
This study examined parental views of their child’s educability through the parents’ perceptions of their child’s resilience. The purposes of the study were: (1) to examine psychometric properties of the rating scale created to measure parental views of their child’s educational and psychological resilience, (2) to explore whether the parents’ views of the child’s resilience were related to their notions of the child’s competencies and (3) to examine how parents’ perceptions of their child’s resilience were related to the parent’s social position and the child’s gender. Data were collected by questionnaire from the parents of fifth-grade children (N=391). The parental rating scale consisted of three dimensions of resilience, all with satisfactory reliability. Parents’ views of their child’s resilience were related to their perceptions of child’s abilities and school success, suggesting that the parental rating scale had concurrent validity. The results also indicated that parents’ views of their child’s resilience were related to their gender and education and to the child’s gender. Furthermore, parents’ views of their child’s educational resilience, based on parents’ trust in their child’s internal capacities, were related to the parental definition of their child’s cognitive-verbal competencies, in particular.  相似文献   

16.
Official language policies in Sweden were assumed to facilitate the transmission of minority language to the next generation. Parents with main languages other than Swedish were investigated in three successive surveys in order to map parental intentions during pregnancy and compare them with parental language use when their children are two and a half and four years old, respectively. Generally, parents tend to continue to speak minority languages, although there are differences between groups. In the last survey, language transmission is measured, defined as the child's active use of a minority language in communication with a parent. Given that the mother uses the minority language exclusively, home language support in child day care can promote minority language transmission. There is, however, an ever increasing gap between official language policy and realities as regards home language support.  相似文献   

17.
Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent–child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children’s expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children’s vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social class variables impact children’s language. Policy implications, directions for future research, and study limitations are noted.  相似文献   

18.
This study examined two possible mechanisms, evocative gene–environment correlation and prenatal factors, in accounting for child effects on parental negativity. Participants included 561 children adopted at birth, and their adoptive parents and birth parents within a prospective longitudinal adoption study. Findings indicated child effects on parental negativity, such that toddlers’ negative reactivity at 18 months was positively associated with adoptive parents’ over-reactive and hostile parenting at 27 months. Furthermore, we found that child effects on parental negativity were partially due to heritable (e.g., birth mother [BM] internalizing problems and substance use) and prenatal factors (e.g., BM illicit drug use during pregnancy) that influence children’s negative reactivity at 18 months. This study provides critical evidence for “child on parent” effects.  相似文献   

19.
This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in‐depth exploration of how children's age and gender influence the balance between children's use of digital and non‐digital media at home. The data draw on 709 parents’ responses to an open‐ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents’ responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0–2‐year‐old) children. More parents of 6–8‐year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy‐makers, digital designers and early years professionals.  相似文献   

20.
Studies of the processes by which parents encourage early numerical development in the context of parent–child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent–child interactions in reading and play activities at home. Thirty‐seven families with a four‐year‐old child (13 low‐income) were observed. Two types of numeracy interactions were of interest: socio‐cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high‐income parents engaged in more mathematical exchanges during both reading and play than did low‐income parents, though there were no differences in the initiation of socio‐cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy‐related discourse in the context of daily routines to augment young children’s numeracy development.  相似文献   

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