Journal of the Korean Home Economics Association (대한가정학회지)

The Korean Home Economics Association (대한가정학회)
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The Effects of Mothers' Reading and Teacher's Sensitivity and Permissiveness on 4-and 5-year-olds' Verbal and Numerical Abilities in Low-income Families - The Analysis of FACES Data in the U.S. to Develop Intervention Programs for Low-Income Families -

어머니의 책읽기와 유아교사의 민감성 및 수용성이 저소득 가정 유아의 어휘력과 수리력에 미치는 영향 - 성, 연령, 기질 및 어머니의 앙육행동과 보육경험을 중심으로 -

  • 장영은 (보건복지부 저출산고령사회정책본부) ;
  • 이숙정 (서울대학교 아동가족학과) ;
  • 이강이 (생활과학연구소)
  • Published : 2008.01.30
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Abstract

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

Keywords

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