Maternal Scaffolding of Preschoolers' Writing Using Tablet and Paper-Pencil Tasks: Relations with Emergent Literacy Skills

Autor/in	Neumann, Michelle M.
Titel	Maternal Scaffolding of Preschoolers' Writing Using Tablet and Paper-Pencil Tasks: Relations with Emergent Literacy Skills
Quelle	In: Journal of Research in Childhood Education, 32 (2018) 1, S.67-80 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2017.1386740
Schlagwörter	Scaffolding (Teaching Technique); Mothers; Preschool Children; Emergent Literacy; Parent Child Relationship; Phoneme Grapheme Correspondence; Handheld Devices; Foreign Countries; Handwriting; Writing Instruction; Comparative Analysis; Correlation; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Handschrift; Schreibunterricht; Korrelation; Statistische Analyse; Australien
Abstract	Mothers play a key role in scaffolding children's writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children's writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child age = 3.43 years) were video recorded as they wrote words using an iPad and a paper and pencil. Maternal print and grapho-phonemic mediation behaviors were measured. Children were assessed on letter name and letter-sound knowledge, letter writing and name writing, and print concepts. No significant differences were found in the level of maternal mediation provided in the tablet or paper-pencil condition. Maternal print mediation was positively associated with letter name and letter-sound knowledge and emergent writing in the tablet and paper-pencil conditions. Grapho-phonemic mediation was significantly related to children's understanding of letter-sound correspondence and print concepts in the paper-pencil condition, but not the tablet condition. Supporting parents in using grapho-phonemic mediation during tablet use to foster early literacy learning should be considered in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01