Do Early Learning and Literacy Support at Home Predict Preschoolers’ Narrative Skills?

Işıtan, Sonnur; Saçkes, Mesut; Justice, Laura M.; Logan, Jessica

doi:10.12738/estp.2018.3.0012

Cited by 3 publications

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“…Home teaching of English at home was a significant correlate of kindergarteners' letter knowledge in Hong Kong in one study (Yeung and King, 2016), for example. The provision of various literacy activities (e.g., writing) have also been associated with young children's reading competence and interest in Singapore (Yeo et al, 2014) and narrative skills in Turkey (Işıtan et al, 2018). In Mainland China, early scaffolding of pinyin knowledge has been associated with subsequent literacy skills (McBride-Chang et al, 2012), and joint parent-child literacy activities in general contributed directly to first graders' reading performance (Shu et al, 2002).…”

Section: Home Literacy and Numeracy Activitiesmentioning

confidence: 99%

Home Literacy and Numeracy Environments in Asia

et al. 2021

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The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

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Section: Home Literacy and Numeracy Activitiesmentioning

confidence: 99%

Home Literacy and Numeracy Environments in Asia

et al. 2021

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“…Home teaching of English at home was a significant correlate of kindergarteners' letter knowledge in Hong Kong in one study , for example. The provision of various literacy activities (e.g., writing) have also been associated with young children's reading competence and interest in Singapore (Yeo et al, 2014) and narrative skills in Turkey (Işıtan et al, 2018). In Mainland China, early scaffolding of pinyin knowledge has been associated with subsequent literacy skills (McBride-Chang et al, 2012), and joint parent-child literacy activities in general contributed directly to first graders' reading performance (Shu et al, 2002).…”

Section: Home Literacy and Numeracy Activitiesmentioning

confidence: 99%

Children's Competencies Development in the Home Learning Environment

Niklas¹,

Cohrssen²,

Lehrl³

et al. 2021

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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“…Therefore, parent-child activities at home can promote learning and development. Regardless of socioeconomic status (SES), spending quality time at home contributes to family relations and children's social-emotional (e.g., respect, empathy, collaboration) and cognitive (e.g., early literacy) development (Uscianowski et al, 2020;Isitan et al, 2018;Zippert & Rittle-Johnson, 2020). However, low-SES parents are likely to do fewer activities with their children because they are likely to experience more problems, helplessness, and lack of control in times of crisis.…”

Section: Introductionmentioning

confidence: 99%

Beyond COVID-19 Pandemic: How Did Interaction Balances Change Between Children and Caregivers

Karademir

2021

IJPES

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We are going through hard times that remind us that good health is the most important thing in life. The COVID-19 pandemic has immensely affected everybody. Measures taken by all countries, including Turkey, to prevent the spread of the coronavirus have deprived students (from preschool to university) of face-to-face education. While the pandemic has had a profound impact on parents and educators, children's lives have been stuck between the “new normal” and the pandemic. This paper investigated how children and their parents experienced the pandemic, how they interacted, and managed educational activities at home. This was a case study, which is a qualitative research method. The sample consisted of 15 families with different sociocultural and socioeconomic status (SES) living in five cities in four regions of Turkey. Data were collected through video-audio recordings, observation notes, and e-interviews. Data were analyzed using second-cycle coding and inductive content analysis. The COVID-19 pandemic caused economic problems, especially in low- and middle-SES families. Economic problems and mental stress impeded the marital interaction patterns of couples, negatively affecting children the most. Upper-SES parents received support from teachers for homeschooling, but other parents faced numerous setbacks and made numerous errors during home-based education, causing parents despair and concern for their children's future. Of all participants, the children of the parents with COVID-19 related health problems were affected by outbreak measures the most. These results can help raise all stakeholders' awareness of the current situation. Given that the COVID-19 pandemic may continue for the foreseeable future, it is believed that the suggestions made to parents and educators for homeschooling can help mitigate the future impacts of the pandemic, especially on preschoolers.

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Do Early Learning and Literacy Support at Home Predict Preschoolers’ Narrative Skills?

Cited by 3 publications

References 0 publications

Home Literacy and Numeracy Environments in Asia

Home Literacy and Numeracy Environments in Asia

Children's Competencies Development in the Home Learning Environment

Beyond COVID-19 Pandemic: How Did Interaction Balances Change Between Children and Caregivers

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