Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse
|Professorship/Faculty:||Research Group 'Educational Processes, Competence Development and Selection Decisions in Preschool- and School Age (BiKS)' ; Early Childhood Education and Care ; Primary Education||Authors:||Smidt, Wilfried K.; Lehrl, Simone ; Anders, Yvonne ; Pohlmann-Rother, Sanna; Kluczniok, Katharina||Title of the Journal:||Early years : an international journal of research and development||ISSN:||0957-5146|
|Publisher Information:||Abingdon : Routledge Journals, Taylor & Francis||Year of publication:||2012||Volume:||32||Issue:||3||Pages / Size:||301 - 312||Language(s):||English||URL:||http://www.tandfonline.com/doi/full/10.1080/095...||Document Type:||Article||Abstract:||
Emergent literacy activities are considered to be important for promoting children’s emergent literacy skills. However, little research exists, especially in Germany, regarding how often such activities occur and in what context. The purpose of this study was to determine the extent of emergent literacy activities occurring in the final preschool year, and their dependence on structural characteristics. Ninety-six children (mean age = 5.9) from 50 preschools in two German federal states were observed in their final preschool year. Results show that emergent literacy activities relating to print materials play a minor role, whereas activities involving oral language play a major role, compared with other activities in children’s preschool experience. Results also indicate a significant link between child-related, family and distal characteristics (i.e. geographic location and federal state affiliation) and the frequency of emergent literacy activities.
|URI:||https://fis.uni-bamberg.de/handle/uniba/856||Release Date:||4. December 2012|