Talking about Picture Books: The Influence of Maternal Education on Four-Year-Old Children's Talk with Mothers and Pre-School Teachers

Autor/in	Torr, Jane
Titel	Talking about Picture Books: The Influence of Maternal Education on Four-Year-Old Children's Talk with Mothers and Pre-School Teachers
Quelle	In: Journal of Early Childhood Literacy, 4 (2004) 2, S.181-210 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798404044515
Schlagwörter	Picture Books; Mothers; Preschool Children; Preschool Teachers; Reading Aloud to Others; Parent Child Relationship; Teacher Student Relationship; Educational Attainment + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsabschluss; Bildungsgut
Abstract	This study analyses how pre-school children who differ in terms of maternal education respond to and interpret the images and written text in the same two picture books, one informational "The Sleepy Book" (Zolotow and Bobri, 1960) and one narrative "The Baby Who Wouldn't Go to Bed" (Cooper, 1996). Twelve children were recorded in their homes interacting with their mothers, and 12 children were recorded in their pre-schools interacting with a teacher. There were systematic differences in the manner in which the children who were interacting with their pre-school teachers responded to the texts compared with the children who were interacting with their mothers. The pre-school teachers provided the children of early school leaving mothers with opportunities to interact with text, which differed from those provided by their mothers. Such differences were not apparent to the same extent for the children of tertiary-educated mothers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10