Head Start Families Sharing Literature

Autor/inn/en	Green, Connie R.; Halsall, Sharen W.
Titel	Head Start Families Sharing Literature
Quelle	In: Early Childhood Research & Practice, 6 (2004) 2, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Preschool Education; Disadvantaged Youth; Childrens Literature; Reading Aloud to Others; Interviews; Parent Attitudes; Diaries; Content Analysis; Parent Child Relationship; Family Environment; Mothers; Qualitative Research; Florida; North Carolina + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; 'Children''s literature'; Kinderliteratur; Interviewing; Interviewtechnik; Elternverhalten; Diary; Tagebuch; Inhaltsanalyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Mother; Mutter; Qualitative Forschung
Abstract	The purpose of this research was to ascertain the types of books read by Head Start families to their children, conditions for reading aloud at home, perceived benefits of reading aloud, and children's responses to books. Data were collected from parent interviews and reading logs. Participants included 14 children and families from four Head Start classrooms located in two states. Researchers conducted content analysis and frequency counts of the data. Researchers used qualitative research methods to explore the ways books were used at home and children's responses to reading aloud. Systematic review of both parent reading logs and parent interviews led to common patterns and frequencies of responses. Findings indicate that Head Start families read to their children mostly in the bedroom at night. Mothers were the primary readers, sharing mainly books that were not challenging in terms of language and concepts. Children responded to the books by relating them to their own experiences, noticing details in pictures, asking questions, labeling, reading emergently, and enacting stories. Recommendations include encouraging families to read many times during the day, supporting a variety of responses, and accessing high-quality children's literature. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01