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Baker, C. (2014) African American Fathers' Contributions to Children's Early Academic Achievement: Evidence from Two-Parent Families from the Early Childhood Longitudinal Study-Birth Cohort (Journal Article)

Abstract:

Research Findings: This study utilized a large sample ("N" = 750) of 2-parent families from the Early Childhood Longitudinal Study-Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both mother and father characteristics predicted child achievement. Mother age predicted math achievement but not reading. Furthermore, even after mother predictors were entered into the hierarchical regressions, fathers' education and home literacy involvement also significantly predicted achievement. African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool. Practice or Policy: These findings support growing evidence that fathers contribute to child development. Implications for research on early academic achievement in ethnically diverse samples are discussed.

Author/s:
Date:
January 2014
Publisher or Journal:
Volume:
25
Page/s:
19-35
Synonyms:
  • Academic outcomes
  • Literacy
  • Longitudinal
  • Numeracy
  • Parent/Guardian play
  • Physical play
  • Play with Father
  • Socio-economic background
Relevant age group/s:

Ferreira, P. (2015) Why Play? Examining the Roles of Play in ICTD (Journal Article)

Abstract:

Please click on the link provided below to read the abstract.

Author/s:
Date:
January 2015
Volume:
1
Page/s:
12
Synonyms:
  • Digital play
  • Games with rules
  • Literature review
Relevant age group/s:
Research discipline:

Vong, K. (2012) Play – a multi-modal manifestation in kindergarten education in China (Journal Article)

Abstract:

Play, as an educational concept, has entered many kindergartens in China; yet it has not become a core idea, or been prioritised in the teaching and learning process. An ongoing trans-provincial study started in 2008, using observation, interviews and document analyses. Based on findings from nine kindergartens in three provinces, this article illustrates how the concept of play is perceived and manifested in kindergartens located in three cities across China. It is suggested that there is a certain relationship between the rank and the status of play in a kindergarten, which may offer a systematic way to better understand how the concept of play is represented in Chinese kindergartens. Evidence also shows that the play concept has influenced Chinese educational ideas and pedagogy at certain levels but without changing the fundamental Chinese ideas of a play and learning relationship. Explanations for the phenomena observed, such as ranking versus forms of manifestation will be suggested.

Author/s:
Date:
January 2012
Publisher or Journal:
Volume:
32
Page/s:
35-48
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Free play
  • Games with rules
  • Learning
  • Outdoor play
  • Playful learning
  • Pre-academic skills
  • Qualitative methodology
  • Semiotic play
  • Construction play
  • Guided-play
Relevant age group/s: