Title: Preschool children in book-reading situations with parents: the perspective of personal agency theory
Source document: Studia paedagogica. 2016, vol. 21, iss. 4, pp. 99-116
Extent
99-116
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2016-4-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/136288
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
This study reports on how parents view their child's contributions to home reading situations. The core of the study concerns characteristics of home reading sessions as routine institutional practices of the family in which parent–child book-reading processes are conducted. The sample consisted of 21 parents who were individually interviewed about their home reading with their preschool age children. The data show that in interactions over textual materials parents and children employ a range of behaviours which, on the child's part, have agentic qualities. Within the data, six fundamental strategies employed by the children were identified: book selection, monitoring reading, commenting, questioning, expanding, and reading-time negotiation. All of these show that children can initiate and perform purposeful actions in order to achieve goals that they value. This testifies to the possession of agency on the part of the child.
References
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[3] Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. | DOI 10.1146/annurev.psych.52.1.1
[4] Clay, M. M. (2000). Concepts about print: What have children learned about the way we print language. London: Heinemann.
[5] Duursma, E. (2014). Parental bookreading practices among families in the Netherlands. Journal of Early Childhood Literacy, 14(4), 435–458. | DOI 10.1177/1468798414523025
[6] Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. | DOI 10.1037/0022-0663.100.2.252
[7] James, A. (1996). Childhood identities. Edinburgh: Edinburgh University Press.
[8] James, A., & Prout, A. (Eds.). (1990). Constructing and reconstructing childhood. Contemporary issues in the sociological study of childhood. London: Falmer.
[9] Justice, L. M., Weber, S. E., Ezell, H. K., & Bakeman, R. (2002) A sequential analysis of children's responsiveness to parental print references during shared book-reading interactions. American Journal of Speech-Language Pathology, 11(1), 30–40. | DOI 10.1044/1058-0360(2002/004)
[10] Lee, N. (1998). Towards immature sociology. The Sociological Review, 46(3), 458–482. | DOI 10.1111/1467-954X.00127
[11] Lonigan C. J. (Ed.) (2004). Emergent literacy skills and family literacy. Mahwah, NJ: Lawrence.
[12] Mayall, B. (2010). Towards a sociology for childhood. Maidenhead: Open University Press.
[13] Melissa-Halikiopoulou, C., & Natsiopolou, T. (2008). Mothers reading children's books to preschoolers. A Greek study. International Journal of Caring Sciences, 1(2), 74–78.
[14] 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(4), 495–513. | DOI 10.1016/S0885-2006(96)90019-8
[15] Neuman, S. B. (1989). The impact of different media on children's story comprehension. Reading Research and Instruction, 28(4), 38–47. | DOI 10.1080/19388078909557985
[16] Qvortrup, J. (1994). Childhood matters: An introduction. In J. Qvortrup et al. (Eds.) Childhood matters: Social theory, practice and politics. Aldershot: Avebury Press.
[17] Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48(2), 345–359.
[18] Russ, S., Perez, V., Garro, N., et al. (2007). Reading across the nation: A chartbook. Boston, MA: Reach Out and Read National Center.
[19] Smith. A. B. (2007). Children and young people's participation rights in education. International Journal of Children's Rights, 15(1), 147–164. | DOI 10.1163/092755607X181739
[20] Uprichard, E. (2008). Children as "being and becomings": Children, childhood and temporality. Children and Society, 22(4), 303–313. | DOI 10.1111/j.1099-0860.2007.00110.x
[21] Valentine, K. (2011). Accounting for agency. Children & Society, 25(5), 347–358. | DOI 10.1111/j.1099-0860.2009.00279.x
[22] Varga, N. L., & Bauer, P. J. (2013). Effects of delays on 6-year-old children's self-generation and retention of knowledge through integration. Journal of Experimental Child Psychology, 115(2), 326–341. | DOI 10.1016/j.jecp.2013.01.008
[23] Varga, N. L., Stewart, R. A., & Bauer, P. J. (2013). Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children. Journal of Experimental Child Psychology, 145(1), 48–63. | DOI 10.1016/j.jecp.2015.11.015
[24] Zimmerman, B., & Cleary, T. (2006). Adolescents' development of personal agency: The role of self-efficacy beliefs and self-regulatory skills. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.45–69). Greenwich, CT: Information Age Publishing.