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

Producción científica › revisión exhaustiva

Idioma original	American English
Publicación	International Journal of Early Childhood
Volumen	34
DOI	https://doi.org/10.1007/BF03177319
Estado	Published - mar 1 2002

Disciplines

Psychology
Feminist, Gender, and Sexuality Studies
Early Childhood Education

Acceder al documento

10.1007/BF03177319Licencia: Unspecified

Otros archivos y enlaces

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

Citar esto

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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.",

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doi = "10.1007/BF03177319",

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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 -