D. Aram, Lori E. Skibbe, Annemarie H. Hindman, S. Bindman, Yael Harpaz Atlas, F. Morrison
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引用次数: 5
Abstract
Abstract:We observed the nature of parents’ writing support and studied their reports about their parenting practices. Participants were 130 middle socioeconomic status parent–preschooler dyads in the United States and Israel (69 American). Parents were videotaped while helping their children write an invitation to a birthday party in English in the United States and in Hebrew in Israel. We analyzed the degree to which parents helped children segment words into their respective sounds (graphophonemic support) and print letters independently (printing support). Parents also filled out a parenting-practices questionnaire about their home learning environment (HLE); warmth, autonomy support, and expectations (WSE), and management/discipline (MD). Across cultures, parents valued WSE the most, followed by MD and HLE. In both cultures, parents prioritized WSE most, followed by MD and HLE. Across cultures, higher MD related to higher writing (graphophonemic and printing) support. Our findings stress the importance of cross-cultural studies when investigating how parents guide and support young children’s early literacy development.
期刊介绍:
This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.