The Emergent Literacy Skills of Four-Year-Old Children Receiving Free Kindergarten Early Childhood Education in New Zealand

Autor/inn/en	Westerveld, Marleen F.; Gillon, Gail T.; van Bysterveldt, Anne K.; Boyd, Lynda
Titel	The Emergent Literacy Skills of Four-Year-Old Children Receiving Free Kindergarten Early Childhood Education in New Zealand
Quelle	In: International Journal of Early Years Education, 23 (2015) 4, S.339-351 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2015.1033617
Schlagwörter	Foreign Countries; Kindergarten; Preschool Children; Emergent Literacy; Early Childhood Education; Language Skills; Measures (Individuals); Phonemic Awareness; Parents; Parent Surveys; Parent Attitudes; Regression (Statistics); Age Differences; Gender Differences; Listening Comprehension; Story Telling; Correlation; Family Environment; Verbal Ability; Intelligence Tests; Vocabulary; New Zealand; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Language skill; Sprachkompetenz; Messdaten; Eltern; Elternverhalten; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Hörverständnis; Korrelation; Familienmilieu; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Neuseeland
Abstract	This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children's books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01