The Role of Whanau (New Zealand Maori Families) for Maori Children's Early Learning

Autor/inn/en	Neha, Tia; Reese, Elaine; Schaughency, Elizabeth; Taumoepeau, Mele
Titel	The Role of Whanau (New Zealand Maori Families) for Maori Children's Early Learning
Quelle	In: Developmental Psychology, 56 (2020) 8, S.1518-1531 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neha, Tia) ORCID (Reese, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000835
Schlagwörter	Foreign Countries; Family Environment; Pacific Islanders; Young Children; Picture Books; Cultural Influences; Numeracy; Vocabulary Development; Language Skills; Emergent Literacy; Comprehension; Memory; Self Control; Phonological Awareness; Alphabets; Oral Language; Written Language; Receptive Language; Expressive Language; Recall (Psychology); Correlation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Familienmilieu; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Frühe Kindheit; Picture book; Bilderbuch; Cultural influence; Kultureinfluss; Rechenkompetenz; Wortschatzarbeit; Language skill; Sprachkompetenz; Frühleseunterricht; Verstehen; Verständnis; Gedächtnis; Selbstbeherrschung; Buchstabenschrift; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Rezeptive Kommunikationsfähigkeit; Abberufung; Korrelation; Neuseeland
Abstract	The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whanau (New Zealand Maori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents were observed reading a picture book and reminiscing about past events with their children and reported on their cultural affiliation, literacy, and numeracy practices. Children completed vocabulary, narrative, early literacy, early numeracy, and self-regulation tasks. Principal components analyses revealed an early academic skills factor (story comprehension, story memory, phonological awareness, letter recognition, number recognition, counting, and self-regulation) and an oral language skills factor (receptive and expressive vocabulary and story comprehension). Parents' observed book reading and reminiscing correlated with children's early academic skills, and their observed book reading correlated with children's oral language skills. Parent-child reminiscing was a unique, positive predictor of children's early academic skills. Oral narratives such as reminiscing may be a less visible cultural practice that supports children's early learning. Yet reminiscing is a recognized skill within indigenous communities that have a strong emphasis of intergenerational oral transmission of culturally relevant information. Reminiscing is a source of resilience for whanau, and perhaps for other communities around the world, that needs to be highlighted and taken into account for theory and policy about children's early learning. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01