Disadvantaged preschool children from rural areas: the importance of home practices and nursery attendance in the development of early literacy skills / Ninos preescolares vulnerables de sectores rurales: importancia de las practicas del hogar y la asistencia a jardin infantil en el desarrollo de habilidades de alfabetizacion temprana

Forster, CE; Rojas-Barahona, CA

Keywords: rural, preschool, home practices, early literacy skills

Abstract

This research analyses the impact of home practices, sociodemographic variables (family income and parents' education) and attendance at a formal education programme prior to the development of early literacy skills of 240 children (four years old) from rural and urban disadvantaged families starting nursery school in Chile. The results show that the development of literacy skills was higher in urban children. In rural areas, family practices (words games) and family income had the most predictive weight on the performance of children and no differences were found between those who attended a prior educational programme and those who remained at home; while in urban areas, programme attendance had the highest impact, so that children who remained at home attained a lower developmental level, similar to those of rural areas. The implications of these findings for educational practice and policy are discussed.

Más información

Título según WOS: Disadvantaged preschool children from rural areas: the importance of home practices and nursery attendance in the development of early literacy skills / Ninos preescolares vulnerables de sectores rurales: importancia de las practicas del hogar y la asistencia a jardin infantil en el desarrollo de habilidades de alfabetizacion temprana
Título según SCOPUS: Disadvantaged preschool children from rural areas: The importance of home practices and nursery attendance in the development of early literacy skills [Niños preescolares vulnerables de sectores rurales: importancia de las prácticas del hogar y la asistencia a jardín infantil en el desarrollo de habilidades de alfabetización temprana]
Título de la Revista: CULTURA Y EDUCACION
Volumen: 26
Número: 3
Editorial: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Fecha de publicación: 2014
Página de inicio: 476
Página final: 504
Idioma: English; Spanish
DOI:

10.1080/11356405.2014.973668

Notas: ISI, SCOPUS