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doi: 10.1007/BF03177318pmid: N/A
This article identifies and analyzes a major factor contributing to Korean children’s early literacy development, namely, Korean parents’ significant involvement in early oral language development, a practice that supports emergent literacy theory as advanced by Marie Clay (1967) and supported by Teale and Sulzby (1989), Taylor (1993), and others. The article claims that the Korean culture and parents’ views support the emergent literacy theorists and also contribute to children’s reading and language abilities.
Wang, Xiao-lei; Bernas, Ronan; Eberhard, Philippe
doi: 10.1007/BF03177319pmid: N/A
This paper presents a study that aims to help early childhood educators understand the cultural context in early language and literacy development. It examines how mothers in Chinese and American Indian families support their young children’s emergent literacy development during everyday interactions. Twenty mother-child dyads in each cultural community participated in the study. The results of the study indicate that Chinese and American Indian mothers differed greatly in the ways they supported their children in early literacy. The Chinese mothers tended to privilege print-based literacy interactions more than the American Indian mothers. The American Indian mothers tended to privilege the literacy interactions that were based on oral narratives of life and personal experiences. Moreover, the mothers in the two communities emphasized and supported different aspects of their children’s early literacy development. The Chinese mothers tended to support their children in explicit, event-specific and elaborative ways. In contrast, the American Indian mothers tended to support their children in implicit and contextual ways. This study suggests that early childhood educators must understand the specific meanings of early literacy in different cultural contexts to maximize the learning potential of every child in the early childhood education settings.
doi: 10.1007/BF03177320pmid: N/A
The purpose of the study was to explore the beliefs of Hungarian teachers and parents of children in preschool and Grade 1 as they relate to the construct of developmentally appropriate practices (DAP) identified by the National Association for the Education of Young Children (NAEYC, 1987, 1997). In order to overcome methodological problems inherent in many previous DAP studies, Q-methodology and interviews were utilized to collect, analyze and interpret the data. Fourteen teachers and 14 parents were included in the Q-methodology (7 teachers and 7 parents in each grade level). Follow-up interviews were conducted with 6 participants. Results of the study suggest three major viewpoints regarding DAP beliefs of the Hungarian participants. These included: (1) focusing on children’s individual development and learning, (2) focusing on teaching children according to the traditional teaching methods, and (3) focusing on respecting diversity in schools, in children, and in families. Recommendations for further research included: (1) teacher observations in addition to interviews, (2) exploring administrators’ views of DAP along with that of teachers and parents, and (3) extending the study into higher grade levels.
doi: 10.1007/BF03177321pmid: N/A
The guidelines presented here are based on an investigation of strategies to promote life long learning and participation in those knowledge-based societies which seek to integrate humane and democratic principles with knowledge-based economies. Like many developing and developed countries, South Korea is seeking ways to insure a citizenry made up of individual human resources who will contribute to and partake of a knowledge-based society both nationally and internationally. The guidelines are based on the assumption that a successful and dynamic knowledge-based society can only exist in a democratic context and that that context must continually be expanded.
Pelletier, Janette; Brent, Julaine
doi: 10.1007/BF03177322pmid: N/A
Many early intervention programs have been shaped by the notion that children’s development should be studied in the contexts of family and community. Reciprocal parent-child interaction is a key feature of child development in those contexts. Parent involvement, parental self-efficacy and parenting style are factors that influence parent-child interactions and contribute to early development, the transition to school, and future child outcomes. This study examined parent factors and teacher strategies to foster parent involvement and efficacy in a unique Canadian preschool intervention program in the Greater Toronto area. ESL (n=64) and English-speaking (n=59) parent groups, who participated in schoo-based Parenting and Readiness Center programs with their 4-year olds, were compared on goals for participation, parenting style, feelings of self-efficacy as a result of program participation and on their perceptions of teachers as model. Overall findings suggest that parents who perceive themselves as more effective are more involved in their children’s education at the pre-school level. Teacher strategies are described as a key feature in facilitating parent involvement and parental self-efficacy.
Boes, Susan; Bridges, Letitia; Roden, Judith
doi: 10.1007/BF03177323pmid: N/A
A visit to Canterbury Christ Church University College (CCCUC) during spring 2001 by the American authors was the result of a research grant funded by the State University of West Georgia (UWG) to begin a comparison study of science education for pre-service teachers in Georgia and England. During the visit, we met initially with Judith Roden, our research partner/author in England, to become acquainted with the college, administration, and curriculum. Judith, a Principal Lecturer at CCCUC since 1991, organized a series of observations and interviews so that a preliminary basis for further study could be established. Originally our plans were to administer a previously developed instrument on science preparation of teachers; however, in the initial meetings of the visit it became apparent to the researchers that time needed to be spent getting acquainted with Judith and other faculty and teachers supervising students before we asked the students in the program to complete the survey. To accomplish the goal of becoming more informed about the faculty, students, and program, the focus of the visit was changed. Through observations in university and primary school settings and interviews with faculties and students rapport was established for research in the future, to include the completion of the survey.
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