Promoting the Literacy Development of Preschool Children for Kindergarten Success through Parental Involvement and Computer Technology.

Fuente: ERIC Institute of Education Sciences

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Bibliographic Details
Main Author:	Lauer, Lisa M.
Format:	Recurso educativo Open Access
Language:	en
Published:	1995
Subjects:	Computer Literacy Emergent Literacy Kindergarten Parent Child Relationship Parent Participation Parent School Relationship Preschool Education Program Effectiveness Reading Aloud to Others Young Children
Online Access:	Acceder al recurso
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author	Lauer, Lisa M.
author_facet	Lauer, Lisa M. Lauer, Lisa M.
collection	Education Resources Information Center
contents	Promoting the Literacy Development of Preschool Children for Kindergarten Success through Parental Involvement and Computer Technology. Lauer, Lisa M. Computer Literacy Emergent Literacy Kindergarten Parent Child Relationship Parent Participation Parent School Relationship Preschool Education Program Effectiveness Reading Aloud to Others Young Children A practicum was designed for parents to acquire the understanding, skills, resources, materials, and wherewithal to support the emergent literacy development of their children on exiting the Head Start program to be successful in kindergarten. A simple, cost-effective, comprehensive, multidimensional project including Parent Workshops, a Home-Classroom Library, Parent-Reading Volunteers, Can-Collection Project, a Home-Friend Project, and a Parent-Child Computer Lab was established. Businesses, community service organizations, families, and school personnel were involved in creating and contributing to the project. Parents were provided with many choices which were convenient for them in their life situations to participate in and to become aware of their importance upon the emergent literacy development of their young children. Parent-child activities involving literacy were held in the classroom to enhance parental involvement. Results indicated that (1) all parents participated in literacy activities with their children daily; (2) five parents participated in computer literacy activities with their children five or more times a week; (3) all the parents felt "more confident" reading to their children; (4) all students were developmentally 1 year or less below their chronological age when exiting the preschool program; (5) 12 students were placed on a list to be recommended for kindergarten; and (6) all students received a positive score on an oral survey indicating that they were able to distinguish printed words from illustrations in books. (Contains 79 references, and 1 table and 1 figure of data. Survey instruments, a computer lab log, and a parent workshop log are attached.) (Author/RS)
format	Recurso educativo Open Access
id	eric_ED398567
institution	ERIC Institute of Education Sciences
language	en
publishDate	1995
record_format	eric
spellingShingle	Promoting the Literacy Development of Preschool Children for Kindergarten Success through Parental Involvement and Computer Technology. Lauer, Lisa M. Computer Literacy Emergent Literacy Kindergarten Parent Child Relationship Parent Participation Parent School Relationship Preschool Education Program Effectiveness Reading Aloud to Others Young Children Promoting the Literacy Development of Preschool Children for Kindergarten Success through Parental Involvement and Computer Technology. Lauer, Lisa M. Computer Literacy Emergent Literacy Kindergarten Parent Child Relationship Parent Participation Parent School Relationship Preschool Education Program Effectiveness Reading Aloud to Others Young Children A practicum was designed for parents to acquire the understanding, skills, resources, materials, and wherewithal to support the emergent literacy development of their children on exiting the Head Start program to be successful in kindergarten. A simple, cost-effective, comprehensive, multidimensional project including Parent Workshops, a Home-Classroom Library, Parent-Reading Volunteers, Can-Collection Project, a Home-Friend Project, and a Parent-Child Computer Lab was established. Businesses, community service organizations, families, and school personnel were involved in creating and contributing to the project. Parents were provided with many choices which were convenient for them in their life situations to participate in and to become aware of their importance upon the emergent literacy development of their young children. Parent-child activities involving literacy were held in the classroom to enhance parental involvement. Results indicated that (1) all parents participated in literacy activities with their children daily; (2) five parents participated in computer literacy activities with their children five or more times a week; (3) all the parents felt "more confident" reading to their children; (4) all students were developmentally 1 year or less below their chronological age when exiting the preschool program; (5) 12 students were placed on a list to be recommended for kindergarten; and (6) all students received a positive score on an oral survey indicating that they were able to distinguish printed words from illustrations in books. (Contains 79 references, and 1 table and 1 figure of data. Survey instruments, a computer lab log, and a parent workshop log are attached.) (Author/RS)
title	Promoting the Literacy Development of Preschool Children for Kindergarten Success through Parental Involvement and Computer Technology.
topic	Computer Literacy Emergent Literacy Kindergarten Parent Child Relationship Parent Participation Parent School Relationship Preschool Education Program Effectiveness Reading Aloud to Others Young Children
url	https://eric.ed.gov/?id=ED398567

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