Stimulating parent-child interaction through storytelling activities of a family literacy program
Leuven : European Association for Research on Learning and Instruction (EARLI)
In17th Biennial Conference EARLI: Book of Abstracts and Extend Summaries, pp. 16
17th Biennal EARLI Conference for Research on Learning and Instruction (EARLI 2017) (Tampere, Finland, August 29th - September 2nd, 2017)
Article in monograph or in proceedings
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SW OZ BSI OLO
17th Biennial Conference EARLI: Book of Abstracts and Extend Summaries
SubjectLearning and Plasticity
Preschool vocabulary knowledge develops mainly informally via parent-child interaction. Family literacy programs (FLP’s) aim to promote children's vocabulary by supporting parent-child interaction quantity and quality. In addition to traditional storytelling activities that are part of FLP's (such as shared book reading), we developed a technology-enhanced storytelling (TES) activity including real time interaction support. In this study we investigate parent-child interaction of dyads involved in the regular FLP (n = 15), FLP plus TES (n = 15) and controls (n = 15) during a storytelling activity. We examine the effect of the FLP and FLP plus TES on the quantity and quality of parent-child interaction over time and associations with children's vocabulary development. Dyads were observed four times during a school year doing a paperbased and technology-enhanced storytelling activity each time. Analyses show that at Time 1 (after 6 weeks of FLP), no significant differences were found in the interaction quantity and quality of dyads involved in the FLP and the control condition. Moreover, large differences among parent-child dyads in the quantity and quality of interaction were found, indicating the diversity among dyads. Analysis of the other three time slots will examine the development of parent-child interaction over time, and associations with children’s vocabulary development. This will provide insights in how an FLP influences parent-child interaction over time, how much implementation time is required for an FLP to be effective, and how development of parent-child interaction relates to vocabulary.
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