A Strengths-Based, Culturally Responsive Family Intervention Improves Latino Kindergarteners' Vocabulary and Approaches to Learning

Autor/inn/en	Leyva, Diana; Weiland, Christina; Shapiro, Anna; Yeomans-Maldonado, Gloria; Febles, Angela
Titel	A Strengths-Based, Culturally Responsive Family Intervention Improves Latino Kindergarteners' Vocabulary and Approaches to Learning
Quelle	93 (2022), S.451-467 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leyva, Diana) ORCID (Weiland, Christina) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Culturally Relevant Education; Family Programs; Intervention; Hispanic American Students; Preschool Children; Kindergarten; Vocabulary Development; Learning Processes + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Learning process; Lernprozess
Abstract	Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (M[subscript age] = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners' outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (ATL; including ATL math) and executive function at the 5-month follow-up (d = 0.38-0.95). There were no statistically significant impacts on children's math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve the skills needed to succeed in school. [This article was published in "Child Development" (EJ1329133).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01