Bergman Deitcher Deborah, Aram Dorit, Abramovich Dana
International Liberal Arts Program, Tel Aviv University, Tel Aviv 6997801, Israel.
Constantiner School of Education, Tel Aviv University, Tel Aviv 6997801, Israel.
Behav Sci (Basel). 2024 Nov 4;14(11):1038. doi: 10.3390/bs14111038.
This study explores the stability and progress of parents' literacy beliefs and home literacy activities and their relationships with their children's early literacy skills in their last year of preschool. Participants were 50 preschool children ( = 61.44 months) and their parents. Data collection sessions occurred in the family home in the fall and spring, with six months between them. At each time point, parents completed questionnaires regarding their beliefs relating to children's literacy development, parents' role in supporting literacy development, and the frequency of home literacy activities. We also evaluated the children's early literacy skills (letter names, letter sounds, word writing, phonological awareness, and motivation for literacy activities). Results revealed overall stability in parents' beliefs between the two time points, an increase in home literacy activities, progress in children's early literacy skills, and greater motivation to engage in early literacy activities. We found a positive relationship between parents' beliefs and home literacy activities in the fall with their children's early literacy skills in the spring. Further, the progress in parents' literacy beliefs between the fall and the spring correlated with their children's progress in early literacy skills, controlling for parents' education and children's age. This study highlights the importance of promoting parents' literacy beliefs and home literacy activities.
本研究探讨了学前教育最后一年中家长的读写信念和家庭读写活动的稳定性与进展情况，以及它们与孩子早期读写技能之间的关系。研究参与者为50名学龄前儿童（平均年龄 = 61.44个月）及其家长。数据收集在秋季和春季于家庭中进行，两次收集之间间隔六个月。在每个时间点，家长都要完成关于他们对孩子读写能力发展的信念、家长在支持读写能力发展中的作用以及家庭读写活动频率的问卷。我们还评估了孩子的早期读写技能（字母名称、字母发音、单词书写、语音意识以及读写活动的积极性）。结果显示，两个时间点之间家长的信念总体稳定，家庭读写活动增加，孩子的早期读写技能取得进步，并且参与早期读写活动的积极性更高。我们发现秋季家长的信念和家庭读写活动与孩子春季的早期读写技能之间存在正相关关系。此外，在控制了家长教育程度和孩子年龄的情况下，秋季到春季家长读写信念的进展与孩子早期读写技能的进展相关。本研究强调了促进家长读写信念和家庭读写活动的重要性。
