The Role of Environmental and Individual Factors in Pre-Academic Achievement for Kindergarten Children

Autor/inn/en	Orr, Edna; Shapira, Anat Adi; Caspi, Rinat
Titel	The Role of Environmental and Individual Factors in Pre-Academic Achievement for Kindergarten Children
Quelle	In: Early Child Development and Care, 193 (2023) 2, S.289-303 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orr, Edna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2085258
Schlagwörter	Foreign Countries; School Readiness; Kindergarten; Mothers; Young Children; Preschool Teachers; Working Hours; Parent Child Relationship; Stimulation; Family Environment; Literacy; Reading Motivation; Reading Achievement; Parent Role; Israel + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Mother; Mutter; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Hours of work; Arbeitszeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Lesemotivation; Leseleistung; Parental role; Elternrolle
Abstract	This study examined the effects of maternal and children's resources on school readiness, literacy achievements, and reading motivation in children. The participants included children (N = 180) (124 girls; 56 boys) from 19 kindergartens, their mothers, and their kindergarten teachers. Mothers reported on their working hours, interaction quality, and learning stimulation range at home. Data on children's literacy achievements and school readiness were gathered from the teachers. Data on reading motivation and task persistence were obtained directly from the children. Structural equation modelling analysis indicated that maternal working hours affect interaction quality, and the quality of maternal interaction affects children's reading motivation. Children's task persistence affects literacy achievement. Both maternal interaction quality and children's task persistence affect their readiness for school. The analysis also revealed association between the pre-academic skills. Maternal availability and children's reading motivation and persistence are critical factors in children's development of academic skills. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01