通过共享图书阅读共同学习:缅甸难民母亲及其学龄前儿童的经历

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rachel Boit, Savannah Bayer, Joy Birabwa, Linda Hestenes, Mauri Mckoy, Amanda Eastern
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引用次数: 0

摘要

在家共读图书对幼儿来说是一种有益的语言和识字学习体验。虽然对一般的共享阅读已有广泛的研究,但对于多语种难民家庭及其学龄前儿童,尤其是美国的缅甸家庭来说,还需要更多的了解。以往的研究主要关注缅甸难民儿童在学校环境中的读写能力发展,但有关缅甸难民及其学龄前儿童在家庭环境中共同阅读图书的研究却很少。本定性研究重点介绍了四位缅甸母亲及其年幼子女在共读图书时使用双语图书的情况,同时结合了提问、指点和课外谈话等互动阅读策略。研究结果表明,这些母亲参与图书谈话和搭建脚手架的能力促进了儿童和照顾者的识字能力。这项研究还强调了开发资源和干预措施的必要性,以支持这些家庭利用共享图书阅读策略提高幼儿的读写能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning Together Through Shared Book Reading: Experiences of Burmese Refugee Mothers and Their Preschoolers

Shared book reading at home is a beneficial language and literacy learning experience for young children. While there has been extensive research on shared book reading in general, more is needed on understanding what this looks like for multilingual refugee families and their preschool children, particularly among Burmese families in the United States. Past research has focused on literacy development among Burmese refugee children in the school context, but few studies exist on shared book reading among Burmese refugees and their preschoolers in the home context. This qualitative study highlights four Burmese mothers and their young children’s use of dual language books in shared book reading while incorporating interactive reading strategies like questioning, pointing and extratextual talk. Findings indicate that these mothers’ capacities to engage in book talk and scaffolding promote children's and caregivers' literacy skills. The study also highlights the need for resources and interventions that might be developed to support these families in their efforts to boost young children’s literacy using shared book reading strategies.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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