Experiencias maternas durante la lectura compartida con infantes: un análisis de los elementos facilitadores y las barreras encontradas
Fecha
2024
Tipo
artículo original
Autores
Garro, Zareth
Carmiol Barboza, Ana María
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Resumen
El lenguaje temprano predice las habilidades cognitivas y el éxito académico futuro. La lectura compartida es una de las prácticas más efectivas para su promoción, sin embargo, se desconocen los elementos facilitadores y las barreras que enfrentan las madres al practicar la lectura con sus infantes entre 18 y 25 meses de edad. El objetivo de este estudio fue examinar las experiencias de 168 madres que participaron con sus infantes en un proyecto de promoción de lectura compartida ofrecido por la Universidad de Costa Rica en el periodo 2021-2022, en donde las díadas recibieron libros infantiles e información sobre lectura compartida a través de la aplicación WhatsApp. Se analizó la frecuencia y el tipo de respuestas maternas a los mensajes enviados. Las respuestas maternas fueron sometidas a un análisis de contenido para identificar los elementos facilitadores y las barreras experimentadas durante la implementación de la lectura compartida. Se observó que las madres con menores niveles educativos respondieron mayor cantidad de mensajes, principalmente a través del reconocimiento, mientras que las madres con niveles educativos más altos respondieron menos mensajes, pero incluyeron comentarios y preguntas. Se identificó el interés infantil por la lectura como un elemento facilitador y las expectativas maternas sobre la lectura compartida como una barrera. Se concluye que las aplicaciones digitales son una herramienta útil en la implementación de proyectos orientados a promover la lectura compartida. No obstante, las distintas familias podrían requerir andamiajes diferenciados para optimizar su utilidad. Los facilitadores y barreras identificados permiten depurar estrategias de intervención orientadas a mejorar la calidad de los ambientes de lectoescritura del hogar desde edades tempranas.
Early language predicts cognitive skills and future academic success, and booksharing is one of the most effective practices for its promotion. However, little is known about the facilitators and barriers faced by mothers when engaging in booksharing with their infants. The aim of this study was to examine the reported experiences of 168 mothers who participated with their infants in a reading promotion intervention offered by Universidad de Costa Rica during the period 2021-2022. Where dyads received children’s books and information about booksharing through the WhatsApp app. The frequency of maternal responses to messages was quantitatively analyzed, and maternal responses were also subjected to a qualitative content analysis to identify facilitators and barriers experienced during the implementation of booksharing. The results indicate that mothers with lower educational levels responded to more messages, mainly by acknowledging them. Mothers with higher educational levels responded to fewer messages but more elaborately, including comments and questions about booksharing. Content analysis identified infant interest in reading as a facilitator and maternal expectations about how booksharing should take placeas a barrier to booksharing. It is concluded that digital apps are a useful tool forimplementing psychoeducational programs targeting families. However, different caregiversmay require differentiated scaffolding strategies to optimize their utility. The identified facilitators and barriers provide information on how to improve intervention strategies aimed at promoting the quality of home language and literacy environments from an early age.
Early language predicts cognitive skills and future academic success, and booksharing is one of the most effective practices for its promotion. However, little is known about the facilitators and barriers faced by mothers when engaging in booksharing with their infants. The aim of this study was to examine the reported experiences of 168 mothers who participated with their infants in a reading promotion intervention offered by Universidad de Costa Rica during the period 2021-2022. Where dyads received children’s books and information about booksharing through the WhatsApp app. The frequency of maternal responses to messages was quantitatively analyzed, and maternal responses were also subjected to a qualitative content analysis to identify facilitators and barriers experienced during the implementation of booksharing. The results indicate that mothers with lower educational levels responded to more messages, mainly by acknowledging them. Mothers with higher educational levels responded to fewer messages but more elaborately, including comments and questions about booksharing. Content analysis identified infant interest in reading as a facilitator and maternal expectations about how booksharing should take placeas a barrier to booksharing. It is concluded that digital apps are a useful tool forimplementing psychoeducational programs targeting families. However, different caregiversmay require differentiated scaffolding strategies to optimize their utility. The identified facilitators and barriers provide information on how to improve intervention strategies aimed at promoting the quality of home language and literacy environments from an early age.
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alfabetización inicial del hogar, lectura compartida, lenguaje infantil, aplicaciones digitales, booksharing, digital apps, child language, home literacy environment