The association between school-level SES and emergent literacy in Italy

• Oriana Incognito ^[1] ; Christian Tarchi ^[1] ; Giuliana Pinto ^[1]
  1. [1] University of Florence

     University of Florence

     Firenze, Italia

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 34, Nº 1, 2022, págs. 102-139
• Idioma: inglés
• DOI: 10.1080/11356405.2021.2006909
• Títulos paralelos:
  • La relación entre el nivel socioeconómico a nivel de centro escolar y la alfabetización emergente en Italia
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El objetivo de este estudio era investigar la relaciòn entre centros de preescolar de nivel socioeconómico (NSE) mixto y la alfabetización emergente de niños italianos. Se analizaron por separado los efectos de la ocupación de los padres (NSE-OP) y de su nivel de estudios (NSE-EP) en la alfabetización emergente de los alumnos. Se analizaron tres habilidades relacionadas con la alfabetización emergente de una muestra de 189 niños en dos momentos distintos, al principio y al final del último curso de preescolar. En primer lugar, los resultados del análisis multivariado (MANCOVA) con medidas repetidas revelan una única relación significativa del NSE-EP con el desarrollo de todas las habilidades de alfabetización emergente durante el curso escolar. En segundo lugar, un ANOVA de métodos robustos revela la combinación óptima de estudios de los progenitores a nivel de centro escolar para un incremento significativo del rendimiento de los niños tras un año de educación preescolar. La creación de un entorno de aprendizaje de NSE mixto podría mejorar las habilidades de alfabetización emergente de los preescolares. Los legisladores deberían centrarse especialmente en el nivel educativo de los padres por encima del nivel laboral al abordar la cuestion del nivel socioeconómico de los centros escolares.

  • English

    The aim of this study was to investigate the association between mixed-SES kindergartens and emergent literacy in Italian children. The independent contributions of parents’ occupational (SES-PO) and educational level (SES-PE) on emergent literacy were separately analysed. Three emergent literacy skills were assessed in 189 children twice, at the beginning and the end of the last year of kindergarten. Firstly, repeated-measures MANCOVA has shown that only SES-PE was significantly associated with the increase of all emergent literacy skills over the school year. Secondly, robust-methods ANOVA has shown what type of mix of family-PE is optimal at a school level for children to achieve significant improvements after one year of kindergarten. Creating mixed-SES learning environments may improve children’s emergent literacy skills. Policymakers should specifically target parental educational levels, rather than occupational levels, when addressing the issue of SES in schools.

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