NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ899327
Record Type: Journal
Publication Date: 2010-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1082-3301
Investigating Toddlers' and Parents' Storybook Reading during Morning Transition
Lee, Boh Young
Early Childhood Education Journal, v38 n3 p213-221 Oct 2010
This qualitative study builds on the previous body of emergent literacy research by investigating the use of storybook reading with parents during morning transition times through observation on fifteen toddlers (2- to 3-years old), their parents, and teachers in a university preschool classroom. The focus of this study is to investigate whether storybook reading with parents eases morning transitions for young children as well as fosters their literacy development. Additionally, this study seeks to understand how storybook reading with parents during morning transitions affects the partnership between parents and teachers. The findings of this study contribute to the literature showing that (1) reading a book with parents during morning transition times may provide smooth transitions, (2) it may help with direct interactions between teachers and parents and with direct parental involvement in a school setting, and (3) storybook reading with parents in class during morning transition times may lead the child to engage in independent reading.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A