Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families?

2021 ◽  
Author(s):  
Inês A. Ferreira ◽  
Carla S. Silva ◽  
Leonor Neves ◽  
Sofia Guichard ◽  
Cecília Aguiar
Keyword(s):  
Low Income ◽  
Book Reading ◽  
Shared Book Reading ◽  
Low Income Families ◽  
Reading At Home ◽  
At Home

scholarly journals Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

2019 ◽  
Vol 39 (1) ◽  
pp. 45-55
Author(s):  
Nicole M. Hendrix ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Head Start ◽  
Low Income ◽  
Functional Relation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Math Talk ◽  
Baseline Design ◽  
Multiple Indicators ◽  
Low Income Families ◽  
Parent Child

Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

scholarly journals Telling stories multimodally: what observations of parent-child shared book-reading activities can bring to L2 kindergarten teachers’ training

2020 ◽  
pp. 167-198
Author(s):  
Pauline Beaupoil-Hourdel
Keyword(s):  
Communication Skills ◽  
Adult Child ◽  
Book Reading ◽  
Shared Book Reading ◽  
Dyadic Interactions ◽  
Primary School Teachers ◽  
Teachers Training ◽  
Reading Activities ◽  
Reading At Home ◽  
At Home

In Chapter 6, Pauline Beaupoil-Hourdel presents multimodal and plurisemiotic analyses of storytelling activities in adult-child dyadic interactions at home in France and analyzes the extent to which this context can inform the professionalization of teachers in the 21st century. Findings show that spontaneous adult-child interactions during storytelling and shared book reading at home provide valuable insights for kindergarten and primary school teachers to teach an L2, as well as new multimodal perspectives on fostering linguistic, narrative, and communication skills in young children at school.

Making It Through the First Year of College: The Role of Students' Economic Resources, Employment, and Living Arrangements

2007 ◽  
Vol 80 (3) ◽  
pp. 261-285 ◽  
Author(s):  
Robert Bozick
Keyword(s):  
Low Income ◽  
Living Arrangements ◽  
Economic Resources ◽  
First Year ◽  
Work Experiences ◽  
First Year College ◽  
First Year Of College ◽  
Low Income Families ◽  
First Year College Students ◽  
At Home

Using data from the Beginning Postsecondary Students Longitudinal Study of 1996, this article explores the effect of economic resources on the paid work experiences and living arrangements of first-year college students. Students from low-income families are more likely to work for school-related expenses and to live at home during the first year of college—cost-saving strategies that, in some cases, impede their chances of continuing into the second year. Students who work more than 20 hours a week and who live at home are more likely to leave school during the first year than are those who work 20 hours a week or less and who reside on campus. Employment and living arrangements both play a strong role in shaping the transition to college, beyond background characteristics and academic preparation.

scholarly journals Language activities in a minority–majority language context: book-reading at home is more important for Frisian than for Dutch

2019 ◽  
Vol 47 (2) ◽  
pp. 289-308 ◽  
Author(s):  
Evelyn BOSMA ◽  
Elma BLOM
Keyword(s):  
Language Acquisition ◽  
Minority Language ◽  
Book Reading ◽  
Bilingual Children ◽  
Specific Language ◽  
Language Context ◽  
Watching Tv ◽  
Reading Activities ◽  
Reading At Home ◽  
At Home

AbstractPrevious research has shown that in a minority–majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we examined whether the same holds true for the frequency of specific language activities at home. In a group of five- and six-year-old Frisian–Dutch bilingual children (n = 120), we investigated to what extent vocabulary and morphology knowledge were predicted by reading activities, watching TV, and story-telling activities in both languages. The results showed that reading in Frisian predicted both Frisian vocabulary and morphology, while reading in Dutch only predicted Dutch vocabulary. This shows that reading at home is most important for the development of the minority language. This especially holds true for the acquisition of Frisian morphology, a domain that is known to be vulnerable in language acquisition.

scholarly journals Assessing dinner meals offered at home among preschoolers from low‐income families with the Remote Food Photography Method

2019 ◽  
Vol 14 (11) ◽  
Author(s):  
Traci A. Bekelman ◽  
Laura L. Bellows ◽  
Morgan L. McCloskey ◽  
Corby K. Martin ◽  
Susan L. Johnson
Keyword(s):  
Low Income ◽  
Low Income Families ◽  
Food Photography ◽  
Photography Method ◽  
At Home

Understanding child bilingual acquisition using parent and teacher reports

2003 ◽  
Vol 24 (2) ◽  
pp. 267-288 ◽  
Author(s):  
VERA F. GUTIÉRREZ–CLELLEN ◽  
JACQUELINE KREITER
Keyword(s):  
Low Income ◽  
Language Use ◽  
Target Language ◽  
Second Grade ◽  
Language Behavior ◽  
Teacher Reports ◽  
Language Exposure ◽  
Low Income Families ◽  
The Impact ◽  
At Home

There is limited research regarding what levels of proficiency in each language should characterize the language behavior of bilingual children and the impact of language exposure or language use variables on bilingual performance. This study was designed to examine the extent to which years of exposure to a language(s), amount of language input at home and at school, and amount of exposure to reading and other literacy activities in a language(s) relate to observed bilingual performance in young children, as obtained from parent and teacher reports. A secondary goal was to determine the extent to which parents or teachers could assist in determining language status by examining relationships between their ratings of the child's use and proficiency in the two languages and the child's grammatical performance. Fifty-seven children and their families were sampled from second grade classes of a large school district serving primarily low-income families in southern California. Multiple regression analyses for each language indicated that amount of Spanish input at home was a significant predictor of grammatical performance in that language. These input effects did not hold for English. Although there were some crosslinguistic differences, parent and teacher ratings of use and proficiency correlated with the child's grammatical performance in the target language. The findings suggest that parent and teacher estimates may be useful to determine bilingual status.

scholarly journals Use of Digital Media for Sex Education in Early Childhood with Low-Income Parents

2021 ◽  
Vol 5 (1) ◽  
pp. 25-29
Author(s):  
Susianty Selaras Ndari ◽  
Khusniyati Masykuroh ◽  
Amelia Vinayastri ◽  
Kibitiah Kibitiah
Keyword(s):  
Early Childhood ◽  
Sexual Violence ◽  
Digital Media ◽  
Sex Education ◽  
Low Income ◽  
Sexuality Education ◽  
Media Technology ◽  
Low Income Families ◽  
Role Of Parents ◽  
At Home

This study aims to explore the use of digital smartphone media for sexuality education of children with low-income parents by emphasizing the usage of digital media for protection from sexual violence against children. This research method uses case studies with children (aged 3-6 years) in 25 low-income families. Data collection was carried out for eight rounds using an ecocultural approach to examine the experiences of children and parents in using digital media technology for sex education for children aged 3-6 years. This research explains 1) What technology is used by children at home ?, 2) what is the role of parents at home in helping children in providing sex education learning using digital media ?, 3) What are the benefits of using digital media for sex? education for children? This is done because of the adaptation of technology to the curriculum for early childhood education. Due to the increasing use of digital media in all layers of parents, so the use of digital technology can help children to learn to increase their knowledge of sexuality. So they can protect themselves from sexual violence.

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