PARENT-CHILD RELATIONSHIPS IN THE CONTEXT OF EARLY READING INITIATIONS

Kamil Kuracki; Agnieszka Dłużniewska

doi:10.21697/fp.2023.1.22

Published: 2023-09-01

Vol. 13 No. 1 (2023)

PARENT-CHILD RELATIONSHIPS IN THE CONTEXT OF EARLY READING INITIATIONS

Kamil Kuracki , Agnieszka Dłużniewska

Pedagogical Forum

Section: Colloquia

https://doi.org/10.21697/fp.2023.1.22

Abstract

The article presents the issue of the importance of the parent-child relationship for the involvement of parents in undertaking joint reading initiations with children. Quantitative research conducted in a group of parents of children with special developmental needs (N=198) and without special developmental needs (N=194) allowed to recognize the relationship between the involvement in early reading initiations declared by both surveyed groups of parents and their supportive or coercive, self-assessment of one's own behavior in contact with the child and the assessment of the child's behavior, as well as identifying predictors of involvement of parents of children with and without special developmental needs in undertaking joint reading initiations with children. The research results indicate, among others, that the main predictor of parental involvement in undertaking joint reading initiations in both surveyed groups are supportive/involved activities. In addition, in the group of parents with special developmental needs, the mediating role of the assessment of the child's behavior by parents of children with special developmental needs in the relationship between the supporting/engaged behaviors revealed by them and involvement in early reading initiations with children was indicated.

Keywords:

parents, special development needs, reading, early reading initiations

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Kuracki, K., & Dłużniewska, A. (2023). PARENT-CHILD RELATIONSHIPS IN THE CONTEXT OF EARLY READING INITIATIONS. Pedagogical Forum, 13(1), 319–333. https://doi.org/10.21697/fp.2023.1.22

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