Investigating Toddlers' and Parents' Storybook Reading during Morning Transition

Autor/in	Lee, Boh Young
Titel	Investigating Toddlers' and Parents' Storybook Reading during Morning Transition
Quelle	In: Early Childhood Education Journal, 38 (2010) 3, S.213-221 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-010-0396-y
Schlagwörter	Parent Participation; Toddlers; Parent School Relationship; Emergent Literacy; Reading Aloud to Others; Childrens Literature; Observation; Preschool Children; Parent Child Relationship; Transitional Programs; Interaction; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Elternmitwirkung; Infant; Infants; Toddler; Kleinkind; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Frühleseunterricht; 'Children''s literature'; Kinderliteratur; Beobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	This qualitative study builds on the previous body of emergent literacy research by investigating the use of storybook reading with parents during morning transition times through observation on fifteen toddlers (2- to 3-years old), their parents, and teachers in a university preschool classroom. The focus of this study is to investigate whether storybook reading with parents eases morning transitions for young children as well as fosters their literacy development. Additionally, this study seeks to understand how storybook reading with parents during morning transitions affects the partnership between parents and teachers. The findings of this study contribute to the literature showing that (1) reading a book with parents during morning transition times may provide smooth transitions, (2) it may help with direct interactions between teachers and parents and with direct parental involvement in a school setting, and (3) storybook reading with parents in class during morning transition times may lead the child to engage in independent reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10