Background

This study tested a preschool-home partnership intervention, in which early childhood teachers encouraged the parents/caregivers of preschoolers to engage in dialogic reading at home. This was an experimental test of Bronfenbrenner’s hypothesis that parental involvement in early care and education programs should promote child development, as well as a test of a train-the-trainer approach to the dialogic reading intervention.

Objective

The current study focuses on testing the causality of parent involvement: (1) homework assigned to parents/caregivers will improve the early language and literacy skills of their 2 ~ 3-year-old children; (2) gains by children in the intervention group with low pre-test language and literacy score, low family literacy score, and high parents/caregivers’ extent of using dialogic reading strategies at home will show larger gains in literacy scores than their counterparts.

Methods

A sample of 12 early care and education programs, 18 early childhood teachers, 87 two–to three-year-old children and their parents/caregivers were followed for 18 ~ 20 weeks after assignment to the intervention group or the control group.

Results

The impacts of the six-week parent involvement intervention continued to grow during the six-week follow-up phase, and represented substantial gains of the intervention group in four aspects of early language and literacy skills.

Conclusion

This study provides evidence that a simple homework assignment intervention can be an effective tool to promote child development when parents/caregivers are engaged. The intervention also had ongoing influence on children’s early language and literacy skills, even after the intervention period had ended.

中文翻译：

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通过使用Dialogic Reading的学前机构与家庭的合作来提高早期语言和读写能力：一项随机试验

背景

这项研究测试了学前与家庭的合作干预，其中幼儿教师鼓励学龄前儿童的父母/照顾者在家进行对话式阅读。这是对布隆芬布纳（Bronfenbrenner）的假设的实验性检验，该假设是父母参与早期护理和教育计划应促进儿童发育，同时也是对对话阅读干预的培训者-培训者方法的检验。

目的

当前的研究侧重于测试父母参与的因果关系：（1）分配给父母/看护人的家庭作业将提高其2〜3岁儿童的早期语言和识字能力；（2）干预组中儿童的测试前语言和读写能力得分较低，家庭识字得分较低，父母/看护者在家中使用对话阅读策略的程度较高，他们的识字得分将比同龄人更大。

方法

在被分配到干预组或对照组之后，对12个早期护理和教育计划，18个幼儿教师，87个2至3岁的儿童及其父母/照顾者的样本进行了跟踪，跟踪了18〜20周。

结果

在为期六周的随访阶段中，为期六周的父母参与干预的影响继续增长，并且在早期语言和读写能力的四个方面代表了干预组的实质性收获。

结论

这项研究提供了证据，表明当父母/照顾者参与时，简单的家庭作业分配干预可以成为促进儿童发育的有效工具。即使在干预期结束之后，干预也对儿童的早期语言和读写能力产生了持续的影响。