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• W2472941083 abstract "Case Study of Teen Mothers’ Perceptions of Their Influence on Preschoolers’ Language Development Mary Schmidt Duncan MA, Friends University, 2009 BS, Wichita State University, 1985 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2016 Abstract Children born to teen mothers tend to score lower on language development assessments and to have school readiness delays. To support teen mothers and their children in improving language development, educators need information about mothers’ daily interactions with their children and how they contribute to their children’s language development. The purpose of this descriptive case study was to understand mothers’ perceptions of how they influenced their children’s language development through play, routines, and other informal interactions. Flavell, Vygotsky, and Bruner’s views on how learners’ construct knowledge informed the study. Research questions were focused on the mothers’ perceptions regarding interactions during routines and during play and on the mothers’ beliefs about how influential they were developing their children’s language skills. Data were gathered through semistructured interviews, journals, and follow-up questions addressed in narratives or additional interviews. A combination of a priori and open coding was used to support inductive analysis. Participants believed that they influenced their children’s development and wanted to increase what they know about overall development and specifically language development. They indicated that they did not have enough time for reading, that they used songs and chants frequently, and that participation in the study made them think more about the importance of conversations shared within activities. The results of this study may help teen mothers, their families, and those who provide education and support to teen mothers in mentoring groups, faithbased support groups, and alternative high schools. Social change will occur when young parents are supported in enhancing the lives of their children.Children born to teen mothers tend to score lower on language development assessments and to have school readiness delays. To support teen mothers and their children in improving language development, educators need information about mothers’ daily interactions with their children and how they contribute to their children’s language development. The purpose of this descriptive case study was to understand mothers’ perceptions of how they influenced their children’s language development through play, routines, and other informal interactions. Flavell, Vygotsky, and Bruner’s views on how learners’ construct knowledge informed the study. Research questions were focused on the mothers’ perceptions regarding interactions during routines and during play and on the mothers’ beliefs about how influential they were developing their children’s language skills. Data were gathered through semistructured interviews, journals, and follow-up questions addressed in narratives or additional interviews. A combination of a priori and open coding was used to support inductive analysis. Participants believed that they influenced their children’s development and wanted to increase what they know about overall development and specifically language development. They indicated that they did not have enough time for reading, that they used songs and chants frequently, and that participation in the study made them think more about the importance of conversations shared within activities. The results of this study may help teen mothers, their families, and those who provide education and support to teen mothers in mentoring groups, faithbased support groups, and alternative high schools. Social change will occur when young parents are supported in enhancing the lives of their children. Case Study of Teen Mothers’ Perceptions of Their Influence on Preschoolers’ Language Development MA, Friends University, 2009 BS, Wichita State University, 1985 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2016 Dedication I dedicate this work to my family. I have appreciated the tremendous support from my husband, son, dad and mom, sister, and all my mentors. Acknowledgments I would like to thank my dissertation committee for all their guidance and support. Special thanks to my dissertation Chair Dr. Darragh Callahan along with committee members Dr. Sallie Jenkins and Dr. Christina Dawson. Your professional expertise has helped to make this dissertation what it is today. Thank you for your patience and hard work. I want to thank God for knitting into me the perseverance to see this doctorate through to completion. I greatly appreciate the support I received from my husband and son. As well as all my mentors: Phillis, Jan, Ann, Lisa, Kaye, Kathy P., Kathy Z., Patty, and Blair. During the late nights that I attempted to write after working full time, your meals on occasion were a great time saver so that I could keep focused on my paper. Special thanks to my parents for providing the words of encouragement and support to see me through to the end." @default.
• W2472941083 created "2016-07-22" @default.
• W2472941083 creator A5006759389 @default.
• W2472941083 date "2016-01-01" @default.
• W2472941083 modified "2023-09-28" @default.
• W2472941083 title "Case Study of Teen Mothers' Perceptions of Their Influence on Preschoolers' Language Development." @default.
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