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Developing a Community-Based Oral Language Preventive Intervention
Infants & Young Children ( IF 1.125 ) Pub Date : 2020-07-01 , DOI: 10.1097/iyc.0000000000000171
Elizabeth Schaughency , Jessica Riordan , Elaine Reese , Melissa Derby , Gail Gillon

Natural disasters are disruptive to families and communities, particularly when cascading effects continue over time. Such events, and ensuing disruptions to family life, present risks to young children's development, including oral language. Recognition of this potential vulnerability has led to calls for early childhood programming to support parenting and foster children's early learning. Therefore, we developed and trialed a research-informed home literacy preventive intervention for preschool-aged children living in communities adversely affected by devastating earthquakes. In this feasibility case study, 2 community workshops were offered. Both encouraged repeated, interactive shared reading and verbal interactions between parents and their 4- to 5-year-old children. Workshop 1 focused on scaffolding children's comprehension-related language skills through extratextual dialogue and reminiscing about shared experiences related to stories; Workshop 2 focused on promoting children's phonological awareness through playful interactions during reading and wordplay activities outside of reading. Before participation, parent-reported shared reading frequency for this sample (n = 44) was low (mode for shared reading was 1 or 2 days per week). Parent-report data collected after each workshop supported social validity and suggested workshop-specific benefits with medium to large effect sizes. Findings from this process evaluation support proof of concept for efforts to engage families in communities affected by ongoing stressors to support resilience in everyday interactions and promote children's early learning.

中文翻译:

开发基于社区的口头语言预防干预

自然灾害对家庭和社区具有破坏性,特别是当级联效应随着时间的推移而持续时。此类事件以及随之而来的对家庭生活的干扰,对幼儿的发展,包括口头语言的发展构成了风险。对这种潜在脆弱性的认识导致呼吁早期儿童规划以支持养育和促进儿童的早期学习。因此,我们为生活在遭受毁灭性地震不利影响的社区的学龄前儿童开发并试用了一项以研究为依据的家庭扫盲预防干预措施。在这个可行性案例研究中,提供了 2 个社区研讨会。两者都鼓励父母和他们 4 到 5 岁的孩子之间进行重复的、交互式的共享阅读和口头交流。工作坊1专注于脚手架儿童 通过超文本对话和回忆与故事相关的共同经历,获得与理解相关的语言技能;工作坊 2 侧重于通过阅读期间的有趣互动和阅读之外的文字游戏活动来提高儿童的语音意识。在参与之前,父母报告的此样本(n = 44)的共享阅读频率较低(共享阅读模式为每周 1 或 2 天)。每次研讨会后收集的家长报告数据支持社会有效性,并建议具有中到大效应量的研讨会特定收益。该过程评估的结果支持概念证明,即努力让受持续压力源影响的社区的家庭参与进来,以支持日常互动中的复原力并促进儿童的早期学习。
更新日期:2020-07-01
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