Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness
复制标题
DOI：
10.1177/1468798411416879
复制
发表时间：
2012-03-01
影响因子：
1.6
通讯作者：
Tamis-LeMonda, Catherine S.
中科院分区：
文献类型：
--
作者：
Cristofaro, Tonia N.;Tamis-LeMonda, Catherine S.
对75名低收入的母亲和儿童纵向研究了母亲和儿童的口语对儿童入学准备的贡献。在儿童36个月时，通过游戏互动评估母亲和儿童的词汇多样性、母亲的特殊疑问句以及儿童的皮博迪图片词汇测验第三版（PPVT - III）分数。在学前阶段，母亲和儿童分享个人叙述，并对母亲和儿童叙述的各个方面进行编码。对儿童的印刷知识、字母 - 单词识别、数学技能和持续注意力进行评估，并将分数合并为入学准备的单一因素。结构方程分析得出了两条通往入学准备的途径。母亲的特殊疑问句和词汇多样性预测了儿童36个月时的PPVT - III分数，而这反过来又预测了儿童的入学准备。母亲在36个月时的词汇多样性预测了母亲的叙述提示，这与儿童的叙述贡献有关。儿童的叙述贡献反过来又预测了入学准备。母子对话有助于支持来自低收入背景儿童的入学准备。
The contributions of mothers' and children's oral language to children's school readiness were longitudinally examined among 75 low-income mothers and children. When children were 36 months, mothers' and children's lexical diversity, mothers' wh-questions, and children's PPVT-III scores were assessed from play interactions. At pre-kindergarten, mothers and children shared a personal narrative, and various aspects of mothers' and children's narratives were coded. Children were assessed on their knowledge about print, letter-word identification, mathematical skills and sustained attention, and scores were combined into a single factor of school readiness. Structural equation analyses yielded two pathways to school readiness. Mothers' wh-questions and lexical diversity predicted children's PPVT-III scores at 36 months, which in turn predicted children's school readiness. Mothers' 36-month lexical diversity predicted mothers' narrative prompts, which related to children's narrative contributions. Children's narrative contributions in turn predicted school readiness. Mother-child conversations support the school readiness of children from low-income backgrounds.