TY - JOUR
T1 - Preschool book-sharing and oral storytelling experiences in ethnically diverse, low-income families
AU - Luo, Rufan
AU - Tamis-LeMonda, Catherine S.
N1 - Funding Information:
This work was supported by NSF BCS grant no. 021859 and NSF IRADS grant no. 0721383.
Funding Information:
Catherine S. Tamis‐LeMonda received the Ph.D. degree in experimental/developmental psychology from New York University, New York City, NY, USA. She is currently a Professor of Developmental Psychology at New York University’s Stein-hardt School of Culture, Education, and Human Development, as well as Co‐Director of the Center for Research on Culture, Development, and Education at NYU. Her research is focused on infants’ developing language, cognition, and social understanding across the first four years of life. Her research highlights the social and cultural contexts of early learning and development within the U.S. and internationally. She has been funded by the National Science Foundation, National Institute of Child Development, National Institute of Mental Health, Administration for Children, Youth and Families, the Ford Foundation, and the Robinhood Foundation.
Publisher Copyright:
© 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/8/24
Y1 - 2019/8/24
N2 - Children’s book-sharing and oral storytelling experiences were examined in 264 4-year-olds from low-income African-American, Dominican, Mexican, and Chinese families in the United States. Mothers reported on children’s book-sharing and oral storytelling experiences with mothers, fathers, and other people (siblings, grandparents, relatives, and family friends). Results showed that children’s book-sharing experiences were strongly associated with their oral storytelling experiences, suggesting that individual children had uniformly high or low participation in these activities. Mothers, fathers, and other people (especially siblings) participated in these activities with children. Family socio-economic status (i.e. parent education and employment), parental ethnicity, and household composition related to children’s experiences showing that learning experiences are embedded in ecological contexts. Future interventions should recognize the specific needs and advantages of families from diverse backgrounds, and involve multiple family members, including siblings.
AB - Children’s book-sharing and oral storytelling experiences were examined in 264 4-year-olds from low-income African-American, Dominican, Mexican, and Chinese families in the United States. Mothers reported on children’s book-sharing and oral storytelling experiences with mothers, fathers, and other people (siblings, grandparents, relatives, and family friends). Results showed that children’s book-sharing experiences were strongly associated with their oral storytelling experiences, suggesting that individual children had uniformly high or low participation in these activities. Mothers, fathers, and other people (especially siblings) participated in these activities with children. Family socio-economic status (i.e. parent education and employment), parental ethnicity, and household composition related to children’s experiences showing that learning experiences are embedded in ecological contexts. Future interventions should recognize the specific needs and advantages of families from diverse backgrounds, and involve multiple family members, including siblings.
KW - Book-sharing
KW - ethnic minority
KW - fathers
KW - mothers
KW - oral storytelling
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U2 - 10.1080/03004430.2017.1400542
DO - 10.1080/03004430.2017.1400542
M3 - Article
AN - SCOPUS:85033729485
VL - 189
SP - 1602
EP - 1619
JO - Early Child Development and Care
JF - Early Child Development and Care
SN - 0300-4430
IS - 10
ER -