Developing a Community-Based Oral Language Preventive Intervention Exploring Feasibility and Social Validity for Families Affected by the Canterbury Earthquakes

Autor/inn/en	Schaughency, Elizabeth; Riordan, Jessica; Reese, Elaine; Derby, Melissa; Gillon, Gail
Titel	Developing a Community-Based Oral Language Preventive Intervention Exploring Feasibility and Social Validity for Families Affected by the Canterbury Earthquakes
Quelle	In: Infants and Young Children, 33 (2020) 3, S.195-218 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000171
Schlagwörter	Foreign Countries; Natural Disasters; Child Development; Early Childhood Education; Family Literacy; Early Intervention; Preschool Children; Workshops; Community Programs; Reading Habits; Verbal Communication; Interaction; Parent Child Relationship; Reading Comprehension; Language Skills; Phonological Awareness; Program Effectiveness; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Natural disaster; Naturkatastrophe; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernwerkstatt; Schulung; Reading habit; Lesegewohnheit; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leseverstehen; Language skill; Sprachkompetenz; Neuseeland
Abstract	Natural disasters are disruptive to families and communities, particularly when cascading effects continue over time. Such events, and ensuing disruptions to family life, present risks to young children's development, including oral language. Recognition of this potential vulnerability has led to calls for early childhood programming to support parenting and foster children's early learning. Therefore, we developed and trialed a research-informed home literacy preventive intervention for preschool-aged children living in communities adversely affected by devastating earthquakes. In this feasibility case study, 2 community workshops were offered. Both encouraged repeated, interactive shared reading and verbal interactions between parents and their 4- to 5-year-old children. Workshop 1 focused on scaffolding children's comprehension-related language skills through extratextual dialogue and reminiscing about shared experiences related to stories; Workshop 2 focused on promoting children's phonological awareness through playful interactions during reading and wordplay activities outside of reading. Before participation, parent-reported shared reading frequency for this sample (n = 44) was low (mode for shared reading was 1 or 2 days per week). Parent-report data collected after each workshop supported social validity and suggested workshop-specific benefits with medium to large effect sizes. Findings from this process evaluation support proof of concept for efforts to engage families in communities affected by ongoing stressors to support resilience in everyday interactions and promote children's early learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01