Associations among Head Start fathers' involvement with their preschoolers and child language skills
Associations among Head Start fathers' involvement with their preschoolers and child language skills
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DOI：
10.1080/03004430.2015.1094654
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发表时间：
2016-01-01
影响因子：
1.4
通讯作者：
Kaufman, Rebecca
中科院分区：
文献类型：
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作者：
Fagan, Jay;Iglesias, Aquiles;Kaufman, Rebecca
本研究探讨了儿童语言能力之间的关联在父亲与孩子玩互动，父亲的时间花在他们的学龄前儿童的头开始教室在一个学年的过程中，父亲玩和阅读量的孩子在家里，父亲的积极控制在玩。68名主要是非洲裔美国人和西班牙裔低收入父亲的样本在两个相等长度的活动中与孩子正常互动：一个是自由玩耍的农场玩具，另一个是更学术的情况，有无言的图画书和拼图。这些录像带的语言样本在学年开始和结束时获得。研究结果显示，孩子在学年结束时的语言能力与父亲给孩子阅读之间存在显着的正相关。父亲在游戏中的积极控制行为与儿童语言呈负相关。
This study examined the associations among child language competence during father-child play interactions, fathers' time spent volunteering in their preschool-age child's Head Start classroom over the course of one school year, amount of father play and reading to the child at home, and fathers' positive control during play. The sample of 68 primarily African-American and Hispanic low-income fathers were videotaped interacting normally with their children during two equal length activities: a free play situation with farm toys and a more academic-like' situation with wordless picture books and puzzles. These videotaped language samples were obtained at the beginning and end of the school year. The findings showed a significant positive association between child language competence at the end of the school year and fathers' reading to the child. Fathers' positive control behaviour during play was negatively associated with child language.