Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning

Manz, Patricia H.; Bracaliello, Catherine B.

doi:10.1016/j.ecresq.2015.12.015

Cited by 15 publications

(10 citation statements)

References 26 publications

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“…Macrosystem. Parents' play beliefs and participation in their children's play may significantly impact their children's early learning and development and have therefore been extensively studied in Euro-American contexts [71,72]. Play is crucial to children's learning, according to ECE practices in Euro-American countries.…”

Section: Contextmentioning

confidence: 99%

Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

Zhang

Leung

2021

Education Sciences

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Existing studies have explored parental play beliefs in the developed coastal cities in mainland China, leaving parents in developing areas unstudied. This study aimed to understand how these understudied parents view and engage in their children’s play at home, using Bronfenbrenner’s process–person–context–time (PPCT) model. Eight families were interviewed and observed to explore parental beliefs and practices regarding young children’s play at home. Thematic analysis showed that most parents appreciated the importance of play in children’s early development but did not know how to scaffold their children’s play activities. In addition, the high SES families supported child-led play (i.e., free play), whereas the lower SES families adopted traditional rule-based and adult-driven modes. Therefore, more parent education programs and support should be provided to lower SES families in these developing areas.

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Section: Contextmentioning

confidence: 99%

Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

Zhang

Leung

2021

Education Sciences

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“…The current findings support the of the study conducted by Manz & Bracaliello (2016) that parents have a crucial role in encouraging the development and caliber of their toddlers' play. Parents may help their children develop social skills, cognitive skills, and language skills by playing with them and interacting with them (Manz & Bracaliello, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Children who had parents who did not share similar play values, on the other hand, participated in interactive peer play less frequently. According to Gleason's research from 2005, children whose parents valued their children's imaginative play as a valuable educational opportunity exhibited enhanced language development (Manz & Bracaliello, 2016).…”

Section: Discussionmentioning

confidence: 99%

Parent Play Beliefs, Play as a Teaching Technique, and Teachers’ Pedagogical Knowledge, and Children’s Early Numeracy and Literacy Skills: Evidence from Wolaita Zone, Southern Ethiopia

Zekarias¹,

Zhao²

2023

JSS

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This study examined the associations between parent play beliefs, play as a teaching technique, teachers' pedagogical knowledge, and early numeracy and literacy skills in six-year-old children who attend preschool education. A correlation study design, under a quantitative approach, was used. Participants included 216 children (106 male and 110 female), 215 teachers (99 male and 116 female), and 210 parents (135 male and 75 female). The Parent Play Beliefs Scale, preschool teachers' pedagogical content knowledge scale, and literacy and numeracy test were used. Hierarchical linear modeling results showed that the parent play beliefs, play as a teaching technique, and teachers' pedagogical knowledge of ΔR 2 value of 0.020 revealed a 0.2% change in the variance of models 1, 2 and 3 with ΔF (1, 213) = 17.679, p < 0.001. Analyses revealed that the combined effects of the independent variables explained a 76.4% variance in children's early literacy and numeracy. These findings indicate that the variables significantly and positively predicted children's literacy and numeracy skills. Eventually, in conclusion, areas of further research and implications for policy and practice were forwarded based on the major findings.

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“…Toddler and Play Scale Questionnaire (TPSQ) was developed by Manz and Bracaliello (2016). This measure has a total of 13-item with a 5-point Likert scale with an internal consistency of .83.…”

Section: Instrumentationmentioning

confidence: 99%

Play, Family Involvement, Literacy Interest and Literacy Skills Among Preschoolers from Low-Income Families in Nigeria: Sex as a Moderator

Mohammed¹,

Arshat²

2022

IJARBSS

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Previous research reported conflicting findings on the influence of play, family involvement and literacy interest on literacy skills as the influence of these variables varies by sex. Therefore, the present study was conducted to determine the moderating role of sex between these variables among pre-schoolers from low-income families in Taraba State Nigeria. 394 preschool children aged 3 to 5 years with their mothers were selected using a proportionate stratified random sampling technique. The findings confirmed significant direct positive effects of play, family involvement and literacy interest on literacy skills. It also revealed a significant moderating effect of sex on the relationship between play and literacy skills. It also confirmed that the influence of family involvement on literacy skills is moderated by sex. Contrarily, the moderating effect of sex on the relationship between literacy interest and literacy skill was not significant. The study concluded that preschool boys and girls were different in their natural creation which may cause differences in their literacy skills ability. The finding implied the need for more attention from the preschool setting to further improve their academic planning in order to enhance both preschool boys' and girls' literacy skills.

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Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning

Cited by 15 publications

References 26 publications

Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

Parent Play Beliefs, Play as a Teaching Technique, and Teachers’ Pedagogical Knowledge, and Children’s Early Numeracy and Literacy Skills: Evidence from Wolaita Zone, Southern Ethiopia

Play, Family Involvement, Literacy Interest and Literacy Skills Among Preschoolers from Low-Income Families in Nigeria: Sex as a Moderator

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