Family Engagement and Latine Children's Early Narrative Skills

Autor/inn/en	Melzi, Gigliana; McWayne, Christine; Ochoa, Wendy
Titel	Family Engagement and Latine Children's Early Narrative Skills
Quelle	In: Early Childhood Education Journal, 50 (2022) 1, S.83-95 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melzi, Gigliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01132-7
Schlagwörter	Family Involvement; Low Income Groups; Hispanic Americans; Emergent Literacy; Preschool Education; Disadvantaged Youth; Parent Role; Parent Child Relationship; Pictorial Stimuli; Interpersonal Communication; Individual Characteristics; Story Telling; Language Skills; Skill Development; Parent School Relationship; Parent Participation + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Frühleseunterricht; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fantasieanregung; Interpersonale Kommunikation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung
Abstract	The present study examined the concurrent relations between culture-specific dimensions of family engagement for low-income, Pan-Latine families and children's narrative ability, a critical predictor of reading success. One hundred seventy-five children and their caregivers were recruited from seven Head Start centers in a large city in the northeastern region of the US. Family engagement was assessed through a culturally grounded instrument (McWayne et al. 2013; McWayne and Melzi 2014) that measures parental behavior along one school-based and three home-based engagement dimensions. Children's spontaneous narrative productions were elicited through two tasks: a picture-elicited and a conversational narrative task. Findings showed that family engagement dimensions were differentially related to important aspects of children's narrative production, even after accounting for child and parent demographic characteristics. Specifically, families' efforts to provide stimulating experiences for their children beyond "the basics" (i.e., "Supplemental Education") were significantly related to children's ability to tell longer narratives during the picture-elicited narrative task. In addition, parents' active school-based engagement (i.e., "School Participation") was significantly associated with children's ability to narrate independently in the conversational narrative task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01