Czech mothers read books to their young children: association with mothers’ education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F20%3A63525962" target="_blank" >RIV/70883521:28150/20:63525962 - isvavai.cz</a>

Výsledek na webu

<a href="https://content.sciendo.com/view/journals/jolace/8/1/article-p1.xml?language=en" target="_blank" >https://content.sciendo.com/view/journals/jolace/8/1/article-p1.xml?language=en</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/jolace-2020-0001" target="_blank" >10.2478/jolace-2020-0001</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech mothers read books to their young children: association with mothers’ education

Popis výsledku v původním jazyce

The study concentrated on mothers´ reading to their preschool children. Three broad questions were posed about how the mother’s educational level is associated with: (1) the mother´s reasons to read to the child, (2) frequency and duration of this reading, (3) mother-child literacy interaction with the child. The sample of low education mothers (n=55) and high education mothers (n=213) was recruited to fill in a questionnaire of 46 items. Higher education mothers outperformed low education mothers in these variables: reading to the child in order to enhance cognitive development, appreciate the time they are with the child in reading sessions, reading to child frequency, and the number of books the child possesses. On the other hand, low education mothers more frequently than high education mothers ask children about book characters and explain reasons for reading.

Název v anglickém jazyce

Czech mothers read books to their young children: association with mothers’ education

Popis výsledku anglicky

The study concentrated on mothers´ reading to their preschool children. Three broad questions were posed about how the mother’s educational level is associated with: (1) the mother´s reasons to read to the child, (2) frequency and duration of this reading, (3) mother-child literacy interaction with the child. The sample of low education mothers (n=55) and high education mothers (n=213) was recruited to fill in a questionnaire of 46 items. Higher education mothers outperformed low education mothers in these variables: reading to the child in order to enhance cognitive development, appreciate the time they are with the child in reading sessions, reading to child frequency, and the number of books the child possesses. On the other hand, low education mothers more frequently than high education mothers ask children about book characters and explain reasons for reading.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Language and Cultural Education

ISSN

1339-4045

e-ISSN

—

Svazek periodika

8

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

14

Strana od-do

1-14

Kód UT WoS článku

000591429400001

EID výsledku v databázi Scopus

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