Finnish Preschool and First-Grade Children's Use of Media at Home

Korkeamäki, Riitta‐Liisa; Dreher, Mariam Jean; Pekkarinen, Asko

doi:10.17011/ht/urn.201211203031

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…Despite the lack of formal literacy instruction in preschools, Finnish children's reading scores are above the international average (PISA, , , ). Finland differs from Turkey, though in that Finnish children have enriched print experiences at home and parents encourage their print interest and scaffold their learning (Brueggeman, ; Korkeamaki, Dreher, & Pekkarinen, ). The scholarly culture in Finland is higher than in Turkey (e.g., Brueggeman, ; Mäkinen, ).…”

Section: Discussionmentioning

confidence: 99%

“…() indicated that 72% of Finnish children can recognize all the letters in the alphabet at the beginning of preschool, and only 2% of the children could not recognize any letters. Furthermore, 77% of Finish preschoolers can read when entering first grade (Korkeamaki et al., ). Preschool education enrollment is high, and pre‐primary school education for 6‐year‐old children has been compulsory since August 2015.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A multilevel analysis of home and classroom literacy environments in relation to preschoolers’ early literacy development

Altun

Erden

Snow³

2018

Psychology in the Schools

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This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have more oral language related home experiences than print-related experiences. Similarly, the scores of the children's classroom environment that were related to oral language sources had the highest average of all rated dimensions. Print-related resources and experiences and provisions for book corners in the classrooms were limited. The results revealed that children's spring semester early literacy scores were significantly associated with their initial early literacy scores, mother's education level, and the classroom literacy environment. However, the home literacy environment was not significantly related to spring semester CAP scores.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A multilevel analysis of home and classroom literacy environments in relation to preschoolers’ early literacy development

Altun

Erden

Snow³

2018

Psychology in the Schools

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“…Ovi rezultati su u potpunoj suprotnosti sa rezultatima koje su dobili Zevenbergen, & Logan (2008), koji pokazuju da predškolska deca u Australiji najviše koriste kompjuter za igranje edukativnih igrica i crtanje. Sa druge strane, u Švedskoj mali procenat dece koristi kompjuter za crtanje, ali ga najviše koriste za igranje edukativnih igara (Korkeamäki, Dreher, & Pekkarinen, 2012).…”

Section: Deskriptivna Statistikaunclassified

Aktivnosti Predškolskog Deteta Na Kompjuterima I Mobilnim Uređajima

Janković

Nikolić

Vukonjanski

et al. 2019

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U radu se bavimo odnosom dece predškolskog uzrasta (iz njihovog ugla) pre- ma kompjuterima i mobilnim uređajima (tabletima i smart telefonima) kao i njihovim aktivnostima na ovim uređajima. Istraživanje je sprovedeno anketiranjem dece 4-6 godina, u predškolskim ustanovama u Srbiji. Sakupljeno je N = 360 popunjenih upit- nika. Cilj istraživanja je da se utvrdi u koje svrhe deca predškolskog uzrasta koriste kompjutere i mobilne uređaje, i da li ih koriste za zabavu ili u edukativne svrhe. Od- govori dece analiziraju se iz ugla koliko roditelji ograničavaju vreme svojoj deci na ovim uređajima i da li ih uključuju u aktivnosti van kuće. Rezultati istraživanja govore da, iako veliki procenat roditelja ograničava deci vreme provedeno na kompjuterima i mobilnim uređajima i omogućuje svojoj deci aktivnosti van kuće, deca ne koriste ade- kvatne sadržaje na kompjuteru i mobilnim uređajima. Najomiljenije aktivnosti dece na kompjuteru i mobilnim uređajima su igranje igrica, gledanje crtanih filmova i sluša- nje muzike što je posledica činjenice da deca ove uređaje pre svega doživljavaju kao igračku. Vrlo malo dece koristi kompjuter i mobilne uređaje za učenje. Na kraju, date su praktične preporuke roditeljima.

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“…Ulusal alanyazında yer alan diğer çalışmalarda da okul öncesi dönem çocuklarının aileleri ile kitap okuma ve kütüphane ziyareti konusunda benzer sonuçlara ulaşılmıştır (Altun, 2013;Altun ve Tantekin-Erden, 2015;Çakmak ve Yılmaz, 2009). Uluslararası alanyazın ile karşılaştırıldığında, çalışma sonuçlarının, gelişmiş ülkelere ilişkin ev-içi okuryazarlık ortamı verilerinin altında olduğu görülmektedir (Brueggeman, 2008;Korkeamaki, Dreher ve Pekkarinen, 2012;Kuo, Franke, Regalodo ve Halfon, 2004;Miller, Zickuhr, Rainie ve Purcell, 2013;PIRLS, 2001). Yapılan bazı araştırmalarda, çocuklara ebeveynleri tarafından günlük düzenli kitap okuma oranı Amerikan ailelerinde %48.00-%52.00 olarak bulunmuştur (Kim, Im, Kwon, 2015;Kuo, Franke, Regalodo ve Halfon, 2004).…”

Section: Tartışma Sonuç Ve öNerilerunclassified