Activities and Strategies for Parents with Less Education to Promote the Oral Language Development of Their Children: A Review of Empirical Interventions

Autor/inn/en	van der Pluijim, Martine; van Gelderen, Amos; Kessels, Joseph
Titel	Activities and Strategies for Parents with Less Education to Promote the Oral Language Development of Their Children: A Review of Empirical Interventions
Quelle	In: School Community Journal, 29 (2019) 1, S.317-362 (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Oral Language; Intervention; Parent Child Relationship; Family Environment; Reading Aloud to Others; Play; Educational Background; Parent Background; Books; Parent Participation; Language Acquisition; Preschool Children; Young Children; Databases; Language Skills; Child Development + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Spiel; Vorbildung; Elternhaus; Book; Buch; Monographie; Monografie; Elternmitwirkung; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Datenbank; Language skill; Sprachkompetenz; Kindesentwicklung
Abstract	For the present review, we analyzed 28 studies researching the effects of interventions for parents with less education on the oral language development of their young children (ages 3-8). Two groups of interventions were distinguished: shared reading and other home activities. Within each group, we distinguished three categories of strategies: (1) oral language, (2) responsive communication, and (3) print and code awareness. In addition, we analyzed which modes of delivery for these activities and strategies were effective. Talk and play activities that use oral language activities and responsive communication strategies seem to be the most effective for parents with less education, especially when they are adapted to activities that occur in the families' daily lives and do not require the use of print. Activities that include the use of books and emphasize print and code awareness strategies seem less effective for parents with less education. Training parents during activities that include child involvement appears to be an effective mode of delivery. Recommendations for future research are presented to increase our knowledge of effective interventions to support the engagement of parents with less education in their young children's language development. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01