Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse
Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse
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德国巴伐利亚州和黑森州学前最后一年的紧急扫盲活动
DOI：
10.1080/09575146.2011.642851
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发表时间：
2012
期刊：
影响因子：
1.1
通讯作者：
Kluczniok
中科院分区：
文献类型：
--
作者：
Anders;Pohlmann-Rother;Kluczniok
Emergent literacy activities are considered to be important for promoting children’s emergent literacy skills. However, little research exists, especially in Germany, regarding how often such activities occur and in what context. The purpose of this study was to determine the extent of emergent literacy activities occurring in the final preschool year, and their dependence on structural characteristics. Ninety-six children (mean age = 5.9) from 50 preschools in two German federal states were observed in their final preschool year. Results show that emergent literacy activities relating to print materials play a minor role, whereas activities involving oral language play a major role, compared with other activities in children’s preschool experience. Results also indicate a significant link between child-related, family and distal characteristics (i.e. geographic location and federal state affiliation) and the frequency of emergent literacy activities.
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