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Parent-infant/toddler interactions a...

Dodici, Beverly June.

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Parent-infant/toddler interactions and early literacy skills.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Parent-infant/toddler interactions and early literacy skills./
作者:	Dodici, Beverly June.
面頁冊數:	87 p.
附註:	Major Professors: Dianne C. Draper; Carla A. Peterson.
Contained By:	Dissertation Abstracts International63-08A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3061824
ISBN:	0493778020

Parent-infant/toddler interactions and early literacy skills.
Dodici, Beverly June.

Parent-infant/toddler interactions and early literacy skills. - 87 p.

Major Professors: Dianne C. Draper; Carla A. Peterson.

Thesis (Ph.D.)--Iowa State University, 2002.

This study focused on the relationship between parent-infant/toddler interactions and early literacy skills for families living in low-income households. Twenty-seven families participated in this longitudinal study. Videotapes of parent-infant/toddler interactions participating in “simulated” daily experiences were made when the child was 14-, 24-, and 36-months-old. These tapes were coded on a scale rating child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity, all behaviors that have been related previously to later skill development in children. These parent-infant/toddler scores were then compared with early literacy skills, measured the spring prior to kindergarten entry. Parent-infant/toddler interactions related strongly to early literacy skills of receptive vocabulary, symbolic representation, and phonemic analysis, but not to rhyming or alliteration skills. In addition, the parent-infant/toddler interactions better predicted early literacy skills than did a parent-report regarding home literacy experiences. Implications for families, early childhood educators and programs, as well as researchers, are presented.

ISBN: 0493778020Subjects--Topical Terms:

1017530
Education, Early Childhood.

Parent-infant/toddler interactions and early literacy skills.
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245 1 0 $a Parent-infant/toddler interactions and early literacy skills.
300 $a 87 p.
500 $a Major Professors: Dianne C. Draper; Carla A. Peterson.
500 $a Source: Dissertation Abstracts International, Volume: 63-08, Section: A, page: 2786.
502 $a Thesis (Ph.D.)--Iowa State University, 2002.
520 $a This study focused on the relationship between parent-infant/toddler interactions and early literacy skills for families living in low-income households. Twenty-seven families participated in this longitudinal study. Videotapes of parent-infant/toddler interactions participating in “simulated” daily experiences were made when the child was 14-, 24-, and 36-months-old. These tapes were coded on a scale rating child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity, all behaviors that have been related previously to later skill development in children. These parent-infant/toddler scores were then compared with early literacy skills, measured the spring prior to kindergarten entry. Parent-infant/toddler interactions related strongly to early literacy skills of receptive vocabulary, symbolic representation, and phonemic analysis, but not to rhyming or alliteration skills. In addition, the parent-infant/toddler interactions better predicted early literacy skills than did a parent-report regarding home literacy experiences. Implications for families, early childhood educators and programs, as well as researchers, are presented.
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