"Literacy Is Everywhere!": Using Digital Technology to Broaden How Parents View the Home Literacy Environment

Autor/inn/en	Leech, Kathryn A.; Wheat, Drew; Rowe, Meredith; Blatt, Joe; Dede, Chris
Titel	"Literacy Is Everywhere!": Using Digital Technology to Broaden How Parents View the Home Literacy Environment
Quelle	In: Applied Developmental Science, 27 (2023) 4, S.389-402 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leech, Kathryn A.) ORCID (Dede, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2022.2125392
Schlagwörter	Preschool Children; Educational Media; Electronic Learning; Parent Student Relationship; Parents as Teachers; Parent Attitudes; Emergent Literacy; Early Childhood Education; Verbal Communication; Discovery Learning; Socioeconomic Status; Family Environment; Massachusetts + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungsmittel; Unterrichtsmedien; Elternverhalten; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entdeckendes Lernen; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Master-Studiengang
Abstract	Parent-child engagement in constrained (e.g., learning alphabet letters or sounds) and unconstrained (e.g., storytelling, defining words) literacy activities are central components of the home literacy environment. Unconstrained activities are particularly important for children's oral language and support school readiness. Yet, many parents do not recognize that unconstrained activities can promote learning. This study examines whether an immersive tool can help parents recognize the importance of unconstrained activities and how to embed learning into everyday home routines. N = 76 middle- to lower-income parents of three-year-old children were randomly assigned to a control condition or immersive "literacy scavenger hunt" where they self-explored opportunities to engage in unconstrained activities within everyday routines. The scavenger hunt was associated with an increase in parents' endorsement of unconstrained activities and verbal communication within parent--child interactions. Results are discussed in terms of intervention approaches that build adult capacity around supporting children's early literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01