Engaging Early Head Start Parents in a Collaborative Inquiry: The Co-Construction of Little Talks

Autor/inn/en	Manz, Patricia H.; Eisenberg, Rachel; Gernhart, Amanda; Faison, Jacqueline; Laracy, Seth; Ridgard, Tamique; Pinho, Trevor
Titel	Engaging Early Head Start Parents in a Collaborative Inquiry: The Co-Construction of Little Talks
Quelle	In: Early Child Development and Care, 187 (2017) 8, S.1311-1334 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1169177
Schlagwörter	Intervention; Language Acquisition; Infants; Toddlers; Low Income Groups; Economically Disadvantaged; Parents; Group Activities; Books; Childrens Literature; Home Visits; Parent Attitudes; Reading Aloud to Others; Cultural Relevance; Vocabulary Development; Early Intervention; Hispanic Americans; Control Groups; Experimental Groups; Comparative Analysis; Semi Structured Interviews; Observation; Program Effectiveness; Check Lists; Qualitative Research + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Infants; Eltern; Gruppenaktivität; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Hausbesuch; Elternverhalten; Wortschatzarbeit; Hispanic; Hispanoamerikaner; Beobachtung; Checkliste; Qualitative Forschung
Abstract	The purpose of this study was to develop a book sharing intervention to support the language development of infants and toddlers from socio-economically disadvantaged backgrounds. Low-income parents were engaged in a collaborative inquiry to develop "Little Talks." Parents were assigned to three small groups that independently participated in intervention iterations. Iterations were sequenced so that qualitative data collected during the preceding iteration were analysed to inform modifications to refine the subsequent intervention. Book sharing interventions were administered through eight home visits by members of the research team. Starting with Dialogic Reading, qualitative data highlighted needs to produce an intervention that met a range of parental preferences and that was flexible in meeting parents' readiness to acquire new strategies. Little Talks emerged as an intervention that fostered multiple approaches to book sharing by forming and delivering book sharing strategies according to parents' preferences and needs. (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	2020/1/01