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Examining Early Childhood Language and Literacy Learning Opportunities in Relation to Maternal Education and Children’s Initial Skills
Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2019-11-12 , DOI: 10.1080/10824669.2019.1689506
Kristin S. Farley 1 , Shayne B. Piasta 1
Affiliation  

Abstract In the present study, we examined relations between children’s language and literacy learning opportunities, initial skills, and maternal education. We assessed children’s (n = 1,751 in 461 early childhood classrooms) initial language and literacy skills using standardized measures, and caregivers reported maternal education via questionnaires. We coded classroom observations for the amount of language and literacy learning opportunities provided to individual children throughout the day. Maternal education and initial skills were both significantly and positively correlated with children’s learning opportunities, and maternal education was uniquely associated with learning opportunities when both predictors were included in hierarchical linear models. Notably, initial oral language skills also uniquely predicted learning opportunities, indicating that children whose mothers had lower levels of education and who had lower oral language skills experienced a double disadvantage. Results suggest that children at risk and most in need of greater learning opportunities are least likely to experience them.

中文翻译:

检查与母亲教育和儿童初始技能有关的幼儿语言和识字学习机会

摘要在本研究中,我们研究了儿童语言与识字学习机会,初始技能和孕产妇教育之间的关系。我们使用标准化方法评估了儿童(在461个幼儿教室中的n = 1,751)的初始语言和识字能力,并且看护者通过问卷报告了他们的孕产妇教育情况。我们对课堂观察进行了编码,以了解全天为个别孩子提供的语言和读写能力的学习机会。产妇的教育和初始技能与儿童的学习机会均呈显着正相关,而当两个预测变量都包含在分层线性模型中时,产妇的教育则与学习机会具有独特的联系。值得注意的是,最初的口语表达能力也可以独特地预测学习机会,这表明,母亲的教育水平较低且口语技能较低的孩子面临双重不利条件。结果表明,处于危险中并且最需要更多学习机会的儿童最不可能体验到他们。
更新日期:2019-11-12
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