ABSTRACT This experimental study explores the effects of workshops designed to increase directly the knowledge of Latinx parents, and indirectly, their children’s vocabulary knowledge. Thirty-two Latinx mothers were randomly assigned to either attend six workshops in Spanish (n = 17), or to a wait-list control group (n = 15). Workshops included carefully designed strategies to scaffold the information based on parent English language proficiency, early childhood knowledge, and technology skills. Results indicate that mothers who attended the workshops significantly increased their early childhood knowledge, and children whose mothers attended the workshops significantly increased their Spanish expressive vocabulary. We did not find significant effects of the workshops on parental technology knowledge and literacy knowledge, although effect sizes were moderate. We discuss our findings in the context of building parental knowledge to increase their role construction and self-efficacy taking their funds of knowledge into account.

中文翻译：

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通过关于幼儿计划、家庭识字和技术使用的研讨会增加父母的知识

摘要 这项实验性研究探讨了旨在直接增加拉丁裔父母知识和间接增加孩子词汇知识的讲习班的效果。三十二名拉丁裔母亲被随机分配参加六个西班牙语研讨会（n = 17）或等待名单对照组（n = 15）。研讨会包括精心设计的策略，以根据父母的英语语言能力、幼儿知识和技术技能来构建信息。结果表明，参加讲习班的母亲显着增加了他们的幼儿知识，而参加讲习班的母亲的孩子们的西班牙语表达词汇量显着增加。我们没有发现研讨会对父母技术知识和读写知识的显着影响，虽然效果大小适中。我们在建立父母知识的背景下讨论我们的发现，以增加他们的角色构建和自我效能，同时考虑到他们的知识资金。