Parental Engagement in Early Childhood Education at Home

Autor/inn/en	Chen, Jing; Pisani, Lauren; White, Sheida; Soroui, Jaleh
Titel	Parental Engagement in Early Childhood Education at Home
Quelle	In: Reading Psychology, 33 (2012) 6, S.497-524 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2012.703038
Schlagwörter	Parent Child Relationship; Parents as Teachers; Emergent Literacy; Preschool Children; Reading Aloud to Others; Reader Text Relationship; Family Environment; Alphabets; Rhyme; Word Recognition; Parent Background; Family Characteristics; Racial Differences; Incidence; National Assessment of Adult Literacy + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Buchstabenschrift; Reim; Worterkennung; Elternhaus; Rassenunterschied; Vorkommen
Abstract	This study uses data from the 2003 National Assessment of Adult Literacy to identify relationships between parents' demographic/socioeconomic backgrounds and their self-reported frequencies of engaging in early childhood education activities. It also examines race/ethnicity-related disparities in the frequency of reading to children and using interactive reading techniques after controlling for household income, nativity, and parents' prose literacy skills. Regression analyses show that White parents are more likely than Black and Hispanic parents to report reading to their children frequently, while Black parents are more likely than White parents to report teaching the alphabet and pointing out words to children. (Contains 7 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10