congresos y reuniones científicas
Effects of a Kindergarten and Home Literacy Program. A Project With Children Living in Poverty in Argentina
STEIN, A.; ROSEMBERG, C. R.; MIGDALEK, M.
Congreso; 2013 SCRD Biennial Meeting; 2013
The study evaluates the impact of a program to promote language and cognitive development for children living in poverty in Argentina. The program, developed based on previous programs (Tabors & Snow, 1989; Borzone et al., 2004), takes educational actions in children?s homes and kindergartens. Activities and materials are designed to optimize the usual tasks in the kindergartens and enhance, through work with the families, the impact of the interactions on child development. These specially designed actions recover the children?s knowledge and language and seek, from there, to broaden their vocabulary, knowledge of the world, discourse strategies, the standard linguistic variety learning and the access to the literacy process. While some of the children participate in the program only in kindergartens (KP), others participate in their homes as well (KHP). Activities carried out at home are intended to generate situations of family literacy. They include the realization of 12 workshops that address the promotion of children?s cognitive and language development in the context of reading situations, rhyming games, writing, and unfamiliar vocabulary. Each family is given a children?s book from the series ?En la casa de Oscarcito? [At Oscarcito's House] (Rosemberg et al., 2008), specially designed to be used in families in which the literacy level of the adults is not high. The texts and activities have been adjusted to ?scaffold? the support that the adult must give the child so that the reading situation can be a real opportunity for knowledge and literacy learning. The evaluation of the program?s impact compares the performance of the children that participated in the KP with those that participated in KHP in receptive vocabulary tests (RV) (Peabody,Spanish version, Vocabulary Test. Dunn & Dunn, 1981), category production (CP) (adapted from Lucariello, Kyratzys & Nelson, 1992), and writing. 214 children participants were evaluated from KHP, 69 from KP, and 49 from a control group. The results showed that the participation in KHP involved a greater increase in RV and CP than the participation in KP. Both groups showed a higher increase in these variables than the control group. No effects of the mother's level of schooling or the previous kindergarten attendance were detected. The results showed significant correlations between all of the analyzed variables and the predictive value of the scores in RV at the beginning of the year with respect to the RV and writing scores at the end of the year. These results, in line with Britto, Fulgini, and Brooks-Gunn (2004) and with Snow (2006), point to the importance of collaborating with the families in the creation of reading and writing situations in their homes to develop vocabulary, expand the children?s conceptual base, and to promote the early access to the literacy process (Ninio & Bruner, 1980; Whitehurst & Valdez-Menchaca, 1998; Borzone, 2005).
Congresses y reuniones científicas Athari za Programu ya Kusoma na Kuandika ya Shule ya Watoto na Nyumbani. "Mkutano wa ""Kutengeneza Uwezo wa Kihistoria kwa Watoto wa Argentina"" (STEIN, A. ROSEMBERG, C. R. MIGDALEK, M. CONGRES, 2013) ni utafiti wa utafiti wa watoto wa Argentina ambao wanaishi katika hali ya umaskini." Programu hiyo, iliyoundwa kulingana na programu za awali (Tabors na Snow, 1989; Borzone et al., 2004), inachukua hatua za elimu katika nyumba za watoto na shule za chekechea. Shughuli na vifaa ni iliyoundwa ili kuboresha kazi ya kawaida katika kindergartens na kuongeza, kwa njia ya kazi na familia, athari za mwingiliano juu ya maendeleo ya mtoto. Hizi hatua maalum iliyoundwa kupata tena maarifa ya watoto na lugha na kutafuta, kutoka hapo, kupanua msamiati wao, maarifa ya ulimwengu, mikakati ya mazungumzo, kujifunza lugha ya kawaida na upatikanaji wa mchakato wa kusoma na kuandika. Wakati baadhi ya watoto wanashiriki katika programu hiyo katika shule za chekechea (KP), wengine wanashiriki katika nyumba zao pia (KHP). Shughuli zinazofanywa nyumbani zinakusudiwa kuzalisha hali za kusoma na kuandika kwa familia. Mipango hiyo inatia ndani kufanya warsha 12 zinazohusu kukuza maendeleo ya akili na lugha ya watoto katika mazingira ya kusoma, michezo ya kuigiza, kuandika, na msamiati usiojulikana. Kila familia hupewa kitabu cha watoto kutoka mfululizo wa "En la casa de Oscarcito"? "Kama ilivyoelezwa katika kitabu cha ""Oscar Cito's House"" cha Rosberg et al. (2008), ""Kutumia kwa familia ambazo kiwango cha kusoma na kuandika cha watu wazima si cha juu.""" Maandishi na shughuli zimebadilishwa kwa "scaffold"? Msaada ambao mtu mzima lazima ampe mtoto ili hali ya kusoma iwe fursa halisi ya ujuzi na kujifunza kusoma na kuandika. Kwa mfano, katika utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti wa utafiti. "Kama ilivyoelezwa katika kitabu cha ""Kuchukua Mabadiliko ya Utafiti"" (Category Production, C.P. (1981) na ""Lucariello, Kyratzis & Nelson, 1992"") na ""Uandishi wa Utafiti.""" Watoto 214 waliohudhuria utafiti huo walitoka katika kundi la KHP, 69 kutoka katika kundi la KP na 49 kutoka katika kundi la kudhibiti. Matokeo ya utafiti huo yanaonyesha kuwa ushiriki katika KHP ulihusisha ongezeko kubwa la RV na CP kuliko ushiriki katika KP. Vikundi vyote viwili vilionyesha ongezeko kubwa zaidi la vigezo hivi kuliko kikundi cha kudhibiti. Hakuna athari za kiwango cha elimu ya mama au kuhudhuria shule ya chekechea ya awali iligunduliwa. Matokeo ya utafiti huo yanaonyesha uhusiano mkubwa kati ya vigezo vyote vilivyochunguzwa na thamani ya utabiri wa alama za RV mwanzoni mwa mwaka, kuhusiana na alama za RV na kuandika mwishoni mwa mwaka. "Mfano wa utafiti huo ni utafiti wa Britto, Fulgini na Brooks-Gunn (2004), ambao unaonyesha umuhimu wa kushirikiana na familia katika kuunda mazingira ya kusoma na kuandika nyumbani kwao ili kuendeleza msamiati, kupanua msingi wa mawazo ya watoto, na kukuza upatikanaji wa mapema wa mchakato wa kusoma na kuandika (Ninio na Bruner, 1980; Whitehurst na Valdez-Menchaca, 1998; Borzone, 2005)."