Mother-Child Conversations at 36 Months and at Pre-Kindergarten: Relations to Children's School Readiness

Autor/inn/en	Cristofaro, Tonia N.; Tamis-LeMonda, Catherine S.
Titel	Mother-Child Conversations at 36 Months and at Pre-Kindergarten: Relations to Children's School Readiness
Quelle	In: Journal of Early Childhood Literacy, 12 (2012) 1, S.68-97 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798411416879
Schlagwörter	Speech Communication; School Readiness; Mothers; Low Income; Oral Language; Kindergarten; Personal Narratives; Parent Child Relationship; Longitudinal Studies; Toddlers; Measures (Individuals); Structural Equation Models; Scores; Prediction; Preschool Children; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mother; Mutter; Niedriglohn; Oral interpretation; Mündlicher Sprachgebrauch; Erlebniserzählung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Infant; Infants; Toddler; Kleinkind; Messdaten; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The contributions of mothers' and children's oral language to children's school readiness were longitudinally examined among 75 low-income mothers and children. When children were 36 months, mothers' and children's lexical diversity, mothers' wh-questions, and children's PPVT-III scores were assessed from play interactions. At pre-kindergarten, mothers and children shared a personal narrative, and various aspects of mothers' and children's narratives were coded. Children were assessed on their knowledge about print, letter-word identification, mathematical skills and sustained attention, and scores were combined into a single factor of school readiness. Structural equation analyses yielded two pathways to school readiness. Mothers' wh-questions and lexical diversity predicted children's PPVT-III scores at 36 months, which in turn predicted children's school readiness. Mothers' 36-month lexical diversity predicted mothers' narrative prompts, which related to children's narrative contributions. Children's narrative contributions in turn predicted school readiness. Mother-child conversations support the school readiness of children from low-income backgrounds. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10