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Preschool children in book-reading situations with parents: The perspective of personal agency theory

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dc.title Preschool children in book-reading situations with parents: The perspective of personal agency theory en
dc.contributor.author Gavora, Peter
dc.relation.ispartof Studia paedagogica
dc.identifier.issn 1803-7437 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.issn 2336-4521 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 21
utb.relation.issue 4
dc.citation.spage 99
dc.citation.epage 116
dc.type article
dc.language.iso en
dc.publisher Masarykova univerzita
dc.identifier.doi 10.5817/sp2016-4-5
dc.relation.uri http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1572
dc.relation.uri http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/download/1572/1834
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1008186
utb.identifier.rivid RIV/70883521:28150/16:43875632!RIV17-MSM-28150___
utb.identifier.obdid 43876401
utb.source j-crossref
dc.date.accessioned 2018-08-30T13:31:29Z
dc.date.available 2018-08-30T13:31:29Z
dc.rights Attribution 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Gavora, Peter
utb.fulltext.affiliation PETER GAVORA Corresponding author Peter Gavora Faculty of Humanities, Tomas Bata University in Zlín, Czech Republic E-mail: [email protected]
utb.fulltext.dates -
utb.fulltext.references Baker, C. E. (2013). Fathers’ and mothers’ home literacy involvement and children’s cognitive and social emotional development: Implications for family literacy programs. Applied Developmental Science, 17(4), 184–197. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9) 1175–1184. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. Clay, M. M. (2000). Concepts about print: What have children learned about the way we print language. London: Heinemann. Duursma, E. (2014). Parental bookreading practices among families in the Netherlands. Journal of Early Childhood Literacy, 14(4), 435–458. Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. James, A. (1996). Childhood identities. Edinburgh: Edinburgh University Press. James, A., & Prout, A. (Eds.). (1990). Constructing and reconstructing childhood. Contemporary issues in the sociological study of childhood. London: Falmer. Justice, L. M., Weber, S. E., Ezell, H. K., & Bakeman, R. (2002) A sequential analysis of children’s responsiveness to parental print references during shared book-reading interactions. American Journal of Speech-Language Pathology, 11(1), 30–40. Lee, N. (1998). Towards immature sociology. The Sociological Review, 46(3), 458–482. Lonigan C. J. (Ed.) (2004). Emergent literacy skills and family literacy. Mahwah, NJ: Lawrence. Mayall, B. (2010). Towards a sociology for childhood. Maidenhead: Open University Press. Melissa-Halikiopoulou, C., & Natsiopolou, T. (2008). Mothers reading children's books to preschoolers. A Greek study. International Journal of Caring Sciences, 1(2), 74–78. Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11(4), 495–513. Neuman, S. B. (1989). The impact of different media on children's story comprehension. Reading Research and Instruction, 28(4), 38–47. Qvortrup, J. (1994). Childhood matters: An introduction. In J. Qvortrup et al. (Eds.) Childhood matters: Social theory, practice and politics. Aldershot: Avebury Press. Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children’s language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48(2), 345–359. Russ, S., Perez, V., Garro, N., et al. (2007). Reading across the nation: A chartbook. Boston, MA: Reach Out and Read National Center. Smith. A. B. (2007). Children and young people’s participation rights in education. International Journal of Children’s Rights, 15(1), 147–164. Uprichard, E. (2008). Children as “being and becomings”: Children, childhood and temporality. Children and Society, 22(4), 303–313. Valentine, K. (2011). Accounting for agency. Children & Society, 25(5), 347–358. Varga, N. L., & Bauer, P. J. (2013). Effects of delays on 6-year-old children's self-generation and retention of knowledge through integration. Journal of Experimental Child Psychology, 115(2), 326–341. Varga, N. L., Stewart, R. A., & Bauer, P. J. (2013). Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children. Journal of Experimental Child Psychology, 145(1), 48–63. Zimmerman, B., & Cleary, T. (2006). Adolescents’ development of personal agency: The role of self-efficacy beliefs and self-regulatory skills. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.45–69). Greenwich, CT: Information Age Publishing.
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