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

Gavora, Peter

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: gavora@fhs.utb.cz
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.
utb.fulltext.sponsorship	-
utb.fulltext.projects	-