Degree Type
Dissertation
Date of Award
2002
Degree Name
Doctor of Philosophy
Department
Human Development and Family Studies
First Advisor
Dianne C. Draper
Second Advisor
Carla A. Peterson
Abstract
This study focused on the relationship between parent-infant/toddler interactions and early literacy skills for families living in low-income households. Twenty-seven families participated in this longitudinal study. Videotapes of parent-infant/toddler interactions participating in "simulated" daily experiences were made when the child was 14-, 24-, and 36-months-old. These tapes were coded on a scale rating child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity, all behaviors that have been related previously to later skill development in children. These parent-infant/toddler scores were then compared with early literacy skills, measured the spring prior to kindergarten entry. Parent-infant/toddler interactions related strongly to early literacy skills of receptive vocabulary, symbolic representation, and phonemic analysis, but not to rhyming or alliteration skills. In addition, the parent-infant/toddler interactions better predicted early literacy skills than did a parent-report regarding home literacy experiences. Implications for families, early childhood educators and programs, as well as researchers, are presented.
DOI
https://doi.org/10.31274/rtd-180813-14325
Publisher
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu
Copyright Owner
Beverly June Dodici
Copyright Date
2002
Language
en
Proquest ID
AAI3061824
File Format
application/pdf
File Size
87 pages
Recommended Citation
Dodici, Beverly June, "Parent-infant/toddler interactions and early literacy skills " (2002). Retrospective Theses and Dissertations. 989.
https://lib.dr.iastate.edu/rtd/989
Included in
Developmental Psychology Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons