Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups

Autor/inn/en	Fannin, Danai Kasambira; Barbarin, Oscar A.; Crais, Elizabeth R.
Titel	Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 2, S.306-319 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-17-0004
Schlagwörter	Preschool Children; Mothers; Interpersonal Communication; Socioeconomic Status; Racial Differences; Ethnicity; Gender Differences; Family Environment; Social Environment; Play; Coding; Observation; Parent Child Relationship; African Americans; Whites; Hispanic Americans; Low Income Groups; Cultural Differences; Social Influences + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Interpersonale Kommunikation; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Familienmilieu; Soziales Umfeld; Spiel; Codierung; Programmierung; Beobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner; Kultureller Unterschied; Sozialer Einfluss
Abstract	Purpose: This study explores whether communicative function (CF: reasons for communicating) use differs by socioeconomic status (SES), race/ethnicity, or gender among preschoolers and their mothers. Method: Mother-preschooler dyads (N = 95) from the National Center for Early Development and Learning's (2005) study of family and social environments were observed during 1 structured learning and free-play interaction. CFs were coded by trained independent raters. Results: Children used all CFs at similar rates, but those from low SES homes produced fewer utterances and less reasoning, whereas boys used less self-maintaining and more predicting. African American mothers produced more directing and less responding than European American and Latino American mothers, and Latino American mothers produced more utterances than European American mothers. Mothers from low SES homes did more directing and less responding. Conclusions: Mothers exhibited more sociocultural differences in CFs than children; this suggests that maternal demographic characteristics may influence CF production more than child demographics at school entry. Children from low SES homes talking less and boys producing less self-maintaining coincided with patterns previously detected in pragmatic literature. Overall, preschoolers from racial/ethnic minority and low SES homes were not less deft with CF usage, which may inform how their pragmatic skills are described. [The NCEDL Multi-State Study of Pre-Kindergarten and Familial and Social Environments supplement was partially funded by the National Educational Research and Development Centers Program Grant R307A960004, as administered by the Institute of Education Sciences of the U.S. Department of Education.] (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01