Rhymes and Relatability: How Storybook Style and Content Relate to Home-Based Educators' Extra-Textual Talk

Autor/inn/en	Timperley, Sarah; Schaughency, Elizabeth; McDonald, Ruby-Rose; Reese, Elaine
Titel	Rhymes and Relatability: How Storybook Style and Content Relate to Home-Based Educators' Extra-Textual Talk
Quelle	In: Early Education and Development, 32 (2021) 8, S.1240-1259 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1834330
Schlagwörter	Preschool Children; Home Instruction; Story Reading; Rhyme; Early Childhood Education; Foreign Countries; Emergent Literacy; Parents as Teachers; Parent Child Relationship; Interpersonal Communication; Reading Comprehension; Cognitive Development; Language Acquisition; Child Development; Literacy Education; New Zealand; Africa + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Heimunterricht; Reim; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Leseverstehen; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Kindesentwicklung; Neuseeland; Afrika
Abstract	Research Findings: Home-based early childhood education and care (ECEC) is a popular form of small-group ECEC, with potential to facilitate high-quality conversations during shared book reading. To investigate how home-based early childhood educators (ECEs) take advantage of learning opportunities, educators read two storybooks with children (35.5-50.8 months old) in their ECEC. Because types of extra-textual talk used differ depending on book style, one book rhymed and its setting was local (New Zealand), so more personally relevant to the children. The other did not rhyme, and its setting was international (Africa), so less personally relevant. Home-based ECEs frequently made comments encouraging children to think beyond book content, although these varied between books. In the NZ/Rhyming book, educators talked more about print concepts and sounds, which may nourish emergent language and literacy skills, and used more talk relating the book to real experiences, potentially facilitating children's engagement. In the African/non-rhyming book, educators used more descriptions and inferences. This variation in comprehension-related talk may support children's cognitive and linguistic development. Practice or Policy: Home-based educators use a variety of shared reading strategies, which differed across books in ways that afford different learning opportunities. We recommend diversity in the types of books read with pre-schoolers to nurture emergent language and literacy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01