Does Preschool Education Moderate the Associations between Paternal, Maternal, and Allocaregivers' Engagement and Children's Literacy and Social Skills in African Countries?

Autor/inn/en	Dede Yildirim, Elif; Blake, Corinne; Roopnarine, Jaipaul L.
Titel	Does Preschool Education Moderate the Associations between Paternal, Maternal, and Allocaregivers' Engagement and Children's Literacy and Social Skills in African Countries?
Quelle	In: Early Education and Development, 34 (2023) 6, S.1429-1446 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dede Yildirim, Elif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2023.2166317
Schlagwörter	Preschool Education; Family Involvement; Literacy Education; Socioeconomic Status; Educational Attainment; Instructional Materials; Predictor Variables; Interpersonal Competence; Family Influence; Reading Aloud to Others; Story Telling; Foreign Countries; Africa + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Prädiktor; Interpersonale Kompetenz; Ausland; Afrika
Abstract	Maternal reports from the UNICEF Multiple Indicator Cluster Surveys were determined whether preschool enrollment strengthened the associations between paternal, maternal, and allocaregivers' (e.g. grandparents, aunts, uncles) engagement in literacy-type and social activities and children's literacy and social skills. The sample consisted of 47,832 mother-father pairs, other household members, and preschool-aged children in cultural communities in 14 African countries. Research Findings: Household resources, educational attainment, and educational materials were consistent predictors of children's literacy and social skills. Children whose mothers, fathers, and allocaregivers read to them and who were in preschool performed better on the literacy skills assessments than those whose caregivers did not read to them and did not attend preschool. Reading was a better predictor of children's literacy skills than storytelling or naming/counting objects. Preschool enrollment appears to be a better predictor of children's literacy and social skills than caregiver engagement. Practice and Policy: Expanding literacy materials, encouraging father involvement, and sustaining collaborations between parents and allocaregivers with preschool programs may help to cultivate children's social and literacy 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