Dimensions of inequality in children’s literacy and numeracy in Uganda: Evidence from a household-based assessment

2022 ◽  
Vol 88 ◽  
pp. 102525
Author(s):  
James Urwick
Keyword(s):  
Children's Literacy

Paternal and Maternal Cognitive Engagement and Preschoolers’ Literacy Skills Across Six Ethnic Groups in Suriname

2021 ◽  
pp. 009579842110076
Author(s):  
Elif Dede Yildirim ◽  
Jaipaul L. Roopnarine
Keyword(s):  
Early Literacy ◽  
Ethnic Groups ◽  
Cognitive Engagement ◽  
Sociodemographic Factors ◽  
Literacy Skills ◽  
Sociodemographic Predictors ◽  
Multiple Indicator ◽  
Children's Literacy ◽  
Cultural Ecological ◽  
Paternal Engagement

Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname ( N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.

Reading with Angels: Improving Literacy among Children in Foster Care

2013 ◽  
Vol 38 (2) ◽  
pp. 54-60 ◽  
Author(s):  
Ruth Knight
Keyword(s):  
Foster Care ◽  
Structural Equation ◽  
Literacy Skills ◽  
Literacy Outcomes ◽  
Children In Foster Care ◽  
Love Of Learning ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
And Gender ◽  
Children In Care

The Pyjama Foundation is an Australian charity working to improve the literacy and numeracy outcomes for children in foster care. The foundation delivers the Pyjama Foundation Love of Learning programme, a learning-based mentoring programme in which volunteer ‘Pyjama Angels’ visit children in care each week to read books, play games and engage in other learning-based activities.This study surveyed 121 Love of Learning mentors (‘Pyjama Angels’) to assess their perceptions of the relationships they had developed with the children they mentored and of the children's improvement in their literacy skills, a key aim of the programme.The statistical data analysis based on the structural equation modelling and multiple regression approach showed that several factors had a statistically significant impact on the mentors’ perceptions of the children's improvement in literacy skills: relationship with the child, child's engagement and tenure in the programme, and frequency of meetings. Age and gender of the mentors were not found to have a statistically significant impact on mentors’ perceptions of this improvement, while mentors’ perceptions of their relationship with the children was the most important factor influencing their perceptions of improvement in literacy skills. The study did not include objective measures of the children's literacy outcomes, so its results are limited to the mentors’ perceptions. However, this study offers valuable insights for mentoring programmes working with children living in foster care.

Revisiting the Emergence of Young Children's Literacy: One Child Tells Her Story

Literacy ◽  
1997 ◽  
Vol 31 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Nina Zaragoza ◽  
Christine Fadil
Keyword(s):  
Children's Literacy

Fates of Orphans: Poor Children in Antebellum Charleston

2003 ◽  
Vol 33 (4) ◽  
pp. 519-545 ◽  
Author(s):  
John E. Murray
Keyword(s):  
Family Life ◽  
Family Members ◽  
Public Officials ◽  
Children's Literacy ◽  
Poor Children

The circumstances of children upon leaving the Charleston Orphan House were strongly influenced by their circumstances upon arriving. Most of these children were bound out as apprentices after a few years; a large, and growing, minority of them returned to their families; and others died or ran away from the institution. Those with widowed mothers who maintained close ties with them—as evidenced by the children's literacy—were most likely to resume family life after their mothers remarried. Those who had been delivered to the orphanage by other family members or by public officials tended not to be so fortunate.

scholarly journals Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

2017 ◽  
Vol 19 (1) ◽  
pp. 4 ◽  
Author(s):  
Xiaoxiao Du
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Heritage Language ◽  
Literacy Learning ◽  
Daily Basis ◽  
Knowledge Mobilization ◽  
Heritage Language Learning ◽  
Children's Literacy ◽  
And Migration

On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.  

scholarly journals Diverse complexities, complex diversities: Resisting 'normal science' in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Ethnic Diversity ◽  
Effective Teachers ◽  
Assessment Model ◽  
Government Policies ◽  
Normal Science ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Position Learning ◽  
Indigenous Perspectives ◽  
Children's Literacy

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist 'normal science' categorisations. These include: the Māori values underpinning the effective teachers' profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children's learning; and the approach developed for assessing Māori children's literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.

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