Preschoolers' Vocabulary Acquisition in Chile: The Roles of Socioeconomic Status and Quality of Home Environment

Autor/inn/en	Lohndorf, Regina T.; Vermeer, Harriet J.; Cárcamo, Rodrigo A.; Mesman, Judi
Titel	Preschoolers' Vocabulary Acquisition in Chile: The Roles of Socioeconomic Status and Quality of Home Environment
Quelle	In: Journal of Child Language, 45 (2018) 3, S.559-580 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Foreign Countries; Preschool Children; Vocabulary Development; Socioeconomic Status; Family Environment; Minority Groups; Low Income Groups; Middle Class; Individual Differences; Correlation; Receptive Language; Expressive Language; Predictor Variables; Ethnicity; Child Care; Chile + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Ethnische Minderheit; Mittelschicht; Individueller Unterschied; Korrelation; Rezeptive Kommunikationsfähigkeit; Prädiktor; Ethnizität; Kinderfürsorge; Kinderbetreuung
Abstract	Preschoolers' vocabulary acquisition sets the stage for later reading ability and school achievement. This study examined the role of socioeconomic status (SES) and the quality of the home environment of seventy-seven Chilean majority and Mapuche minority families from low and lower-middle-class backgrounds in explaining individual differences in vocabulary acquisition of their three-and-a-half-year-old children. Additionally, we investigated whether the relation between SES and receptive and expressive vocabulary was mediated by the quality of the home environment as the Family Investment Model suggests. The quality of the home environment significantly predicted receptive and expressive vocabulary above and beyond ethnicity, SES, parental caregiver status, and quantity of daycare. Furthermore, the quality of the home environment mediated the relation between SES and expressive and receptive vocabulary acquisition. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01