Examining Early Childhood Language and Literacy Learning Opportunities in Relation to Maternal Education and Children's Initial Skills

Autor/inn/en	Farley, Kristin S.; Piasta, Shayne B.
Titel	Examining Early Childhood Language and Literacy Learning Opportunities in Relation to Maternal Education and Children's Initial Skills
Quelle	In: Journal of Education for Students Placed at Risk, 25 (2020) 3, S.183-200 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farley, Kristin S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1689506
Schlagwörter	Early Childhood Education; Emergent Literacy; Mothers; Educational Attainment; Correlation; Oral Language; At Risk Students; Socioeconomic Status; Parent Background; Young Children; Language Tests; Phonological Awareness; Disadvantaged; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Mother; Mutter; Bildungsabschluss; Bildungsgut; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Socio-economic status; Sozioökonomischer Status; Elternhaus; Frühe Kindheit; Language test; Sprachtest
Abstract	In the present study, we examined relations between children's language and literacy learning opportunities, initial skills, and maternal education. We assessed children's (n = 1,751 in 461 early childhood classrooms) initial language and literacy skills using standardized measures, and caregivers reported maternal education via questionnaires. We coded classroom observations for the amount of language and literacy learning opportunities provided to individual children throughout the day. Maternal education and initial skills were both significantly and positively correlated with children's learning opportunities, and maternal education was uniquely associated with learning opportunities when both predictors were included in hierarchical linear models. Notably, initial oral language skills also uniquely predicted learning opportunities, indicating that children whose mothers had lower levels of education and who had lower oral language skills experienced a double disadvantage. Results suggest that children at risk and most in need of greater learning opportunities are least likely to experience them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01