Title
Enhancing Parent-Child Literacy Interactions in Disadvantaged Families With Infants and Toddlers
Date of Award
2005
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Early Childhood Education
Capstone Instructor
Lynn Gehrke
Second Reader
Jackie Mosqueda
Keywords
language and literacy development, early childhood education, home intervention, family involvement
Abstract
Home visit intervention programs offer a unique opportunity to support infants and toddlers' language and literacy development. Ongoing literacy instruction on shared reading and specific at-home activities that build skills should be combined with book distribution to provide at-risk families the information they need to enhance positive reading interactions with their very young children. Professionals need tools and information to support the use of family routines as a mechanism for increasing attachment security through reading and to engage parents in attitudinal shifts that will increase children's exposure to books and oral language. The resource kit contained within provides home visit professionals with research summaries, information on language and literacy development and outlines home visit language and literacy strategies for children aged birth through 3, including parent handouts and book lists.
Recommended Citation
Mitchell, S. H. (2005). Enhancing Parent-Child Literacy Interactions in Disadvantaged Families With Infants and Toddlers (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/215Restricted
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