当前位置: X-MOL 学术Early Child. Educ. J. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Parent Mastery of Conversational Reading at Playgroup in Two Remote Northern Territory Communities
Early Childhood Education Journal ( IF 1.656 ) Pub Date : 2021-01-21 , DOI: 10.1007/s10643-020-01148-z
Jane Page , Lisa Murray , Frank Niklas , Patricia Eadie , Megan L. Cock , Janet Scull , Joseph Sparling

This paper explores strategies that support Aboriginal parents’ mastery of evidence-based early learning strategies, and their impact on young Aboriginal children’s learning outcomes. The three-year study followed 32 parent-child dyads attending Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities in 2015–2017. Trained FaFT staff provided parents with coaching in the use of Conversational Reading—an evidence-based shared reading strategy in first language—at FaFT. The study examined patterns of parent mastery across the three-year study period, the relationship between levels of parent-child participation at FaFT (program dosage) and parent mastery, and the impact of parent mastery of Conversational Reading on young Aboriginal children’s language and learning outcomes. By including measures of parent-child participation and parent mastery of key program strategies at three time points, the study also provides a picture of the fidelity of program implementation across the study period. The findings indicate that parents’ mastery of strategies (and thus the fidelity of program implementation) increased over time in line with the program dosage parents received. Higher levels of parent-child participation at FaFT and parent mastery of strategies at the end of the program were positively associated with children’s language and learning outcomes. This study demonstrates that the provision of coaching at playgroup is an effective way to build parent capacity in the implementation of evidence-based early learning strategies, and that supporting parent mastery of teaching strategies has the potential to improve the learning outcomes of young children in remote Aboriginal communities.



中文翻译:

在两个偏远的北领地社区的游戏小组中,家长对会话式阅读的掌握

本文探讨了支持土著父母掌握循证早期学习策略的策略,以及这些策略对土著儿童的学习成果的影响。这项为期三年的研究是在2015-2017年期间,在32个偏远的北领地社区中,作为首任教师(FaFT)参加家庭活动的32个亲子二元组。FaFT受过训练的FaFT员工为父母提供了使用Faft的会话式阅读(基于证据的母语共享阅读策略)的指导。该研究调查了三年学习期间的家长掌握模式,FaFT(计划剂量)下的亲子参与水平与家长掌握之间的关系,以及会话阅读对父母的掌握对年幼土著儿童语言和学习的影响结果。通过包括三个时间点的亲子参与和父母对关键方案策略的掌握程度的研究,该研究还提供了整个研究期方案实施的真实性的图景。研究结果表明,父母对策略的掌握(以及对计划执行的忠诚度)随着时间的推移而增加,与父母接受的计划剂量一致。FaFT的亲子参与程度更高,并且在计划结束时父母对策略的掌握程度与孩子的语言和学习成果呈正相关。这项研究表明,在游戏小组中提供教练服务是在实施循证早期学习策略时建立父母能力的有效途径,

更新日期:2021-01-21
down
wechat
bug