A Socio-Cultural Perspective on Children's Early Language: A Family Study

Autor/inn/en	Marjanovic-Umek, Ljubica; Fekonja-Peklaj, Urška; Socan, Gregor; Tašner, Veronika
Titel	A Socio-Cultural Perspective on Children's Early Language: A Family Study
Quelle	In: European Early Childhood Education Research Journal, 23 (2015) 1, S.69-85 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.991096
Schlagwörter	Language Acquisition; Toddlers; Parent Background; Educational Attainment; Child Development; Family Financial Resources; Emergent Literacy; Young Children; Parent Child Relationship; Economic Factors; Cultural Influences; Family Environment; Sociocultural Patterns; Path Analysis; Parent Attitudes; Questionnaires; Foreign Countries; Semi Structured Interviews; Slovenia; MacArthur Communicative Development Inventory; Preschool Language Scale; Reynell Developmental Language Scales + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Infant; Infants; Toddler; Kleinkind; Elternhaus; Bildungsabschluss; Bildungsgut; Kindesentwicklung; Frühleseunterricht; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ökonomischer Faktor; Cultural influence; Kultureinfluss; Familienmilieu; Soziokulturelle Theorie; Pfadanalyse; Elternverhalten; Fragebogen; Ausland; Slowenien
Abstract	This study examines the effect of certain socio-cultural factors of the family environment on the language of toddlers and children in early childhood. The sample included 86 families with one- to six-year-old children. The data on the social, economic, and cultural factors of the family environment, parental reading literacy, parental knowledge of children's development, children's exposure to shared reading, and child language were obtained in the family environment. Path analysis was used to verify the presumed structural model, which included social and economic factors of the family environment, parental knowledge of children's development, and parental reading literacy as independent variables, activities used by parents to encourage their child's language as mediating variables, and children's early literacy and language as a dependent variable. The analysis results showed that the presumed structural model fitted our data well. Parental education (PE), family financial conditions, parental knowledge of children's development, and parental reading literacy was able to explain 13% of the variance in child language. The obtained results confirm the significant effect of social, economic, and cultural factors of the child's family on language during toddlerhood and early childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01