Spletna stran Psiholoških obzorij uporablja piškotke za namene avtentikacije uporabnikov po prijavi na spletno stran, morebitno stalno prijavo na željo uporabnika in za namen beleženja števila ogledov posameznih strani Psiholoških obzorij.
Ali se strinjate, da na vaš računalnik (brskalnik) naložimo piškotke za te namene? Svojo odločitev lahko kasneje tudi spremenite na strani Zasebnost.

Želim izvedeti več

Psihološka obzorja :: Horizons of Psychology

Znanstveno-strokovna psihološka revija Društva psihologov Slovenije

Indeksirana v:
Scopus
PsycINFO
Academic OneFile

Smo člani DOAJ in CrossRef

sien
VSEBINA ZA AVTORJE PREDSTAVITEV UREDNIŠTVO POVEZAVE

Iskalnik

Moj račun

Članki z največ ogledi

 

« Nazaj na Letnik 24 (2015)

flag Go to the article page in English / Pojdi na angleško stran članka


Družinsko okolje kot napovednik otrokovega govora: mediacijska vloga literarnih dejavnosti in simbolne igre

Urška Fekonja-Peklaj, Ljubica Marjanovič-Umek in Gregor Sočan

pdf Polno besedilo (pdf)  |  Ogledi: 477  |  flagNapisan v angleščini.  |  Objavljeno: 4. junij 2015

pdf https://doi.org/10.20419/2015.24.421  |  Citati: CrossRef (0)

Povzetek: V predstavljeni raziskavi smo preučevali poti, preko katerih dejavniki družinskega okolja, povezani s SES-om družine, vplivajo na otrokov govor v obdobjih malčka in zgodnjega otroštva. Oblikovali smo mediacijski model poti, v katerem smo predvideli, da literarne dejavnosti v družini in spodbujanje simbolne igre predstavljajo mediacijske spremenljivke, ki posredujejo med učinkom izobrazbe staršev, družinskega imetja in govora staršev na otrokov govor. V vzorec je bilo vključenih 99 družin z otroki, starimi od 1 do 6 let. Podatke smo zbrali v družinah otrok, predvsem preko neposrednega opazovanja ter z uporabo polstrukturiranega pogovora s starši. Dobljeni rezultati so pokazali, da starši z visokim SES-om ter starši, ki rabijo bolj zapleten in spodbuden govor, svoje otroke pogosteje vključujejo v različne literarne dejavnosti. Ugotovili smo, da je med starševim in otrokovim govorom posredovala starševa uporaba miselnih pretvorb v simbolni igri z otrokom.

Ključne besede: družinska pismenost, izobrazba staršev, jezikovni razvoj, govor starša otroku, simbolna igra


Citiraj:
Fekonja-Peklaj, U., Marjanovič-Umek, L. in Sočan, G. (2015). Home environment as a predictor of child's language: A mediating role of family literacy activities and symbolic play. Psihološka obzorja, 24, 1–12. https://doi.org/10.20419/2015.24.421


Seznam literature v članku


Bennett, K. K., Weigel, D. J., & Martin, S. S. (2002). Children's acquisition of early literacy skills: Examining family contributions. Early Childhood Research Quarterly, 17, 295–317. CrossRef

Bernstein, B. (1973). Class, codes and control. London: Routledge & Kegan Paul.

Borduin, C. M., & Henggeler, S. W. (1981). Social class, experimental setting, and task characteristics as determinants of mother–child interaction. Developmental Psychology, 17, 209–214. CrossRef

Bornstein, M. H., & Haynes, O. M. (1998). Vocabulary competence in early childhood: Measurement, latent construct, and predictive validity. Child Development, 69(3), 654–671. CrossRef

Bornstein, M. H., Haynes, O. M., Watson O'Reilly, A., & Painter, K. M. (1996). Solitary and collaborative pretence play in early childhood: Sources of individual variation in the development of representational competence. Child Development, 67(6), 2910–2929. CrossRef

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. CrossRef

Brooks, R., & Meltzoff, A. N. (2008). Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: A longitudinal, growth curve modelling study. Journal of Child Language, 35, 207–220. CrossRef

Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. CrossRef

Butler, S., McMahon, C., & Ungerer, J. A. (2003). Maternal speech style with paralinguistic twin infants. Infant and Child Development, 12(2), 129–143. CrossRef

Crain, W. J. (2004). Telling stories: Examining the effects of elaborative style, reporting condition and social class in preschooler's narratives. Merrill-Palmer Quarterly, 50(2), 139–158. CrossRef

Dearing, E., & Taylor, B. A. (2007). Home improvements: Within-family associations between income and the quality of children's home environments. Journal of Applied Developmental Psychology, 28, 427–444. CrossRef

DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1–20. CrossRef

De Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389–414. CrossRef

Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy. Journal of Applied Developmental Psychology, 27, 31–41. CrossRef

Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD, USA: Paul H. Brookes.

Doyla, G. (2010). Vygotsky in action in the early years. London, England: Routledge.

Fekonja-Peklaj, U., Marjanovič-Umek, L., & Kranjc, S. (2010). Children's storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73. CrossRef

Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., Pethick, S., & Reilly, J. S. (1994). MacArthur Communicative Development Inventories. User's guide and technical manual. Baltimore, MD, USA: Paul H. Brookes.

Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248. CrossRef

Gottfried, A. W., Gottfried, A. E., Bathurst, K., Wright Guerin, D., & Parramore, M. M. (2003). Socioeconomic status in children's development and family environment: Infancy through adolescence. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 189–207). Mahwah, NJ, USA: Lawrence Erlbaum.

Haight, W. L., & Miller, P. J. (1993). Pretending at home: Early development in sociocultural context. Albany, NY, USA: SUNY Press.

Hakkarainen, P., & Bredikyte, M. (2008). The zone of proximal development in play and learning. Cultural–Historical Psychology, 4, 2–11. Retrieved from http://lchc.ucsd.edu/MCA/Mail/xmcamail.2010-11.dir/pdf1

Hart, B., & Risley, T. R. (1992). American parenting of language–learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28, 1096–1105. CrossRef

Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23, 330–350. CrossRef

Hoff, E. (2003). Causes and consequences of SES-related differences in parent-to-child speech. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic status, parenting and child development (pp. 147–160). Mahwah, NJ, USA: Lawrence Erlbaum Associates, Publishers.

Holzman, L. (2009). Vygotsky at work and play. London, England: Routledge.

Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modelling: Sensitivity to underparameterized model misspecification (1998). Psychological Methods, 3, 424–453. CrossRef

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. CrossRef

Kelly, C. A., & Dale, P. S. (1989). Cognitive skills associated with the onset of multiword utterances. Journal of Speech Language Hearing Research, 32, 645–656. CrossRef

Laakso, M.-L., Poikkeus, A.-M., Eklund, K., & Lyytinen, P. (1999). Social interactional behaviors and symbolic play competence as predictors of language development and their associations with maternal attention-directing strategies. Infant Behavior and Development, 22, 541–556. CrossRef

Lang, D. E. (2009). Play as learning. In R. Carlisle (Ed.), Encyclopaedia of play in today's society (pp. 516–521). Thousand Oaks, CA, USA: SAGE Publications. CrossRef

Lewis, V., Boucher, J., Lupton, L., & Watson, S. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language & Communication Disorders, 35(1), 117–127. CrossRef

Lonigan, C. J. (2004). Emergent literacy skills and family literacy. In B. H. Wasik (Ed.), Handbook of family literacy (pp. 57–81). Mahwah, NJ, USA: Lawrence Erlbaum.

Lyytinen, P., Laakso, M. L., & Poikkeus, A. M. (1998). Parental contributions to child's early language and interest in books. European Journal of Psychology and Education, 13, 297–308. CrossRef

Marjanovič-Umek, L., & Fekonja-Peklaj, U. (2011). Lista naslovov in avtorjev otroških knjig. Priročnik [Checklist of Titles and Authors of Children's Books. Manual]. Ljubljana, Slovenia: Center za psihodiagnostična sredstva.

Marjanovič-Umek, L., & Fekonja-Peklaj, U. (2012). Lista za opazovanje igre otroka in starša [Scale for Observing Child-Adult Play]. Ljubljana, Slovenia: Oddelek za psihologijo, Filozofska fakulteta.

Marjanovič-Umek, L., Fekonja-Peklaj, U., & Podlesek, A. (2013). The effect of parental involvement and encouragement on preschool children's symbolic play. Early Child Development and Care, 184(6), 855–868. CrossRef

Marjanovič-Umek, L., Fekonja-Peklaj, U., Podlesek, A., Kranjc, S., & Bajc, K. (2008). Lestvice splošnega govornega razvoja – LJ [Scales of General Language Development – LJ]. Manual. Ljubljana, Slovenia: Center za psihodiagnostična sredstva.

Marjanovič-Umek, L., Fekonja-Peklaj, U., Sočan, G., & Komidar, L. (2011). Ocenjevanje sporazumevalnih zmožnosti dojenčkov in malčkov [Assessing communicative abilities of infants and toddlers]. Ljubljana, Slovenia: Center za psihodiagnostična sredstva.

Marjanovič-Umek, L., Fekonja-Peklaj, U., Tašner, V., Kranjc, S., Sočan, G., & Pfifer, A. (2011). Lista za ocenjevanje govora staršev z otrokom [Scale for Assessing Parent-to-Child Speech]. Ljubljana, Slovenia: Filozofska fakulteta, Oddelek za psihologijo.

Marjanovič-Umek, L., Podlesek, A., & Fekonja, U. (2005). Assessing home literacy environment: Relations to the child's language comprehension and expression. European Journal of Psychological Assessment, 21(4), 271–281. CrossRef

Marjanovič-Umek, L., Sočan, G., & Bajc, K. (2007). Vpliv psiholoških dejavnikov in izobrazbe staršev na učno uspešnost mladostnikov [The impact of psychological factors and parental education on adolescents' academic achievement]. Psihološka obzorja, 16(3), 27–48.

Marjanovič-Umek, L., & Tašner, V. (2010). Pogovor s starši [Parent Interview]. Ljubljana, Slovenia: Filozofska fakulteta, Oddelek za psihologijo.

McCathren, R. B., Warren, S., & Yoder, P. J. (1996). Prelinguistic predictors of later language development. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of communication and language (Vol. 6, pp. 57–76). Baltimore, MD, USA: Paul H. Brookes.

McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31, 198–206. CrossRef

Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus User's Guide. Sixth edition. Los Angeles, CA, USA: Muthén & Muthén.

Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11, 495–513. CrossRef

Nielsen, M. & Christie, T. (2008). Adult modelling facilitates young children's generation of novel pretend acts. Infant and Child Development, 17(2), 151–162. CrossRef

Nunnally, J.C., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York, NY, USA: McGraw-Hill.

Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9, 427–440. CrossRef

Powell, D. R. (2004). Parenting education in family literacy programs. In B. H. Wasik, (Ed.), Handbook of family literacy (pp. 157–173). New York, London: Routledge.

Raviv, T., Kessenich, M., & Morrison, F. J. (2004). A mediational model of the association between socioeconomic status and three-year-old language abilities: The role of parenting factors. Early Childhood Research Quarterly, 19, 528–547. CrossRef

Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54–64. CrossRef

Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35, 185–205. CrossRef

Rowe, M. L., Raudenbush, S., & Goldin–Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development, 83, 508–525. CrossRef

Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. CrossRef

Sénéchal, M., LeFevre, J. A., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88(3), 520–536. CrossRef

Sénéchal, M., LeFevre, J., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96–116. CrossRef

Silvén, M., Ahtola, A., & Niemi, P. (2003). Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish. Journal of Child Language, 30(2), 253–279.

Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18, 502–512. CrossRef

Tamis–LeMonda, C. S., & Bornstein, M. H. (1993). Play and its relations to other mental functions in the child. In M. H. Bornstein (Ed.), The role of play in the development of thought (pp. 17–28), No. 59. San Francisco, CA, USA: Jossey Bass. CrossRef

Ten Berge, J. M. F., & Hofstee, W. K. B. (1999). Coefficients alpha and reliabilities of unrotated and rotated components. Psychometrika, 64, 83–90. CrossRef

Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606–621. CrossRef


« Nazaj na Letnik 24 (2015)