Fathers', Mothers', and Other Household Members' Involvement in Reading, Storytelling, and Play and Preschoolers' Literacy Skills in Kenya

Autor/inn/en	Ong'ayi, Dickson Mukara Matsantsa; Dede Yildirim, Elif; Roopnarine, Jaipaul L.
Titel	Fathers', Mothers', and Other Household Members' Involvement in Reading, Storytelling, and Play and Preschoolers' Literacy Skills in Kenya
Quelle	In: Early Education and Development, 31 (2020) 3, S.442-454 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dede Yildirim, Elif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1669125
Schlagwörter	Fathers; Mothers; Emergent Literacy; Preschool Children; Reading; Story Telling; Play; Rural Areas; Reading Skills; Parent Participation; Parent Child Relationship; Preschool Education; Socioeconomic Status; Educational Attainment; Parent Background; Place of Residence; Foreign Countries; Siblings; Family Influence; Kenya + Suchen Sie Ihr Suchwort? Mother; Mutter; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseprozess; Lesen; Spiel; Rural area; Ländlicher Raum; Reading skill; Lesefertigkeit; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut; Elternhaus; Wohnort; Ausland; Sibling; Geschwister; Kenia
Abstract	Research Findings: Positive parenting is widely recommended as a viable mechanism for boosting children's early cognitive skills across the world. Drawing on data from the UNICEF Multiple Indicator Surveys, associations were determined between maternal, paternal, and other household members' engagement in play, book reading, and storytelling and children's early literacy skills in Kenya. The sample consisted of 990 mother-father pairs, household members, and preschool-aged children from three rural counties in Kenya. Maternal book reading was associated with children's ability to read words. Paternal book reading was associated with children's ability to identify letters and read words and paternal engagement in play was associated with children's ability to identify letters. Other household members' engagement in book reading was associated with children's ability to read words and recognize symbols. Number of books in the home, enrollment in preschool education, household wealth, maternal education, and fathers' residential status were variously associated with children's literacy skills. Practice or Policy: These findings suggest the relative contribution of book reading versus play and storytelling by mothers, fathers and allocaregivers in advancing children's early literacy skills development in the Kenyan cultural context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01