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dc.contributor.advisorRobb, Susan
dc.contributor.authorTytler, Elisabeth
dc.date.accessioned2021-09-07T21:39:18Z
dc.date.available2021-09-07T21:39:18Z
dc.date.issued2017-05-15
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4967
dc.description.abstractThis research focuses on a set of five year old twin girls in a home child care environment, where play and oral language are essential components to their literacy development.The purpose of this study was to understand how each twin is developing her emergent literacy skills situated in her play and the environmental factors that are impacting her language development. Data were collected for this study over a period of 4 weeks using a parent’s survey, interviews, artifacts, observation notes, and transcribed audio-recordings.
dc.subjectTwins Development
dc.subjectPretend Play
dc.subjectSymbolic Function
dc.subjectEnvironment
dc.subjectLiteracy
dc.titleTwins’ Literacy Development in a Home Child Care
dc.typethesis
refterms.dateFOA2021-09-07T21:39:18Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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