Variations of maternal support to children’s early literacy development in Chinese and American Indian families: Implications for early childhood educators

Xiao-lei Wang; Ronan Bernas; Philippe Eberhard

doi:10.1007/BF03177319

Variations of maternal support to children’s early literacy development in Chinese and American Indian families: Implications for early childhood educators

Xiao-lei Wang, Ronan Bernas, Philippe Eberhard

Eastern Illinois University

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	International Journal of Early Childhood
Volume	34
DOIs	https://doi.org/10.1007/BF03177319
State	Published - Mar 1 2002

Disciplines

Psychology
Feminist, Gender, and Sexuality Studies
Early Childhood Education

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10.1007/BF03177319License: Unspecified

Cite this

@article{34262a4fd5fb4d2aa17679432aa2f778,

title = "Variations of maternal support to children{\textquoteright}s early literacy development in Chinese and American Indian families: Implications for early childhood educators",

author = "Xiao-lei Wang and Ronan Bernas and Philippe Eberhard",

note = "Examined how Chinese and American Indian mothers (20 mother-child dyads from each culture) supported their young children's emergent literacy development during everyday interactions. Found that Chinese mothers tended to privilege print-based literacy interactions more than American Indian mothers. American Indian mothers tended to privilege literacy interactions based on oral narratives of life and personal experiences.",

year = "2002",

month = mar,

day = "1",

doi = "10.1007/BF03177319",

language = "American English",

volume = "34",

journal = "International Journal of Early Childhood",

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TY - JOUR

T1 - Variations of maternal support to children’s early literacy development in Chinese and American Indian families: Implications for early childhood educators

AU - Wang, Xiao-lei

AU - Bernas, Ronan

AU - Eberhard, Philippe

N1 - Examined how Chinese and American Indian mothers (20 mother-child dyads from each culture) supported their young children's emergent literacy development during everyday interactions. Found that Chinese mothers tended to privilege print-based literacy interactions more than American Indian mothers. American Indian mothers tended to privilege literacy interactions based on oral narratives of life and personal experiences.

PY - 2002/3/1

Y1 - 2002/3/1

UR - https://eric.ed.gov/?id=EJ661554

U2 - 10.1007/BF03177319

DO - 10.1007/BF03177319

M3 - Article

VL - 34

JO - International Journal of Early Childhood

JF - International Journal of Early Childhood

ER -

Variations of maternal support to children’s early literacy development in Chinese and American Indian families: Implications for early childhood educators

Disciplines

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