How Do Mothers in Crisis Help Their children Acquire Early Literacy Skills?

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dc.contributor.advisorKidd, Julie K.
dc.contributor.authorPrinzivalli Mascarenhas, Arlene Carol
dc.creatorPrinzivalli Mascarenhas, Arlene Carol
dc.date.accessioned2014-08-28T03:08:22Z
dc.date.available2014-08-28T03:08:22Z
dc.date.issued2013-08
dc.description.abstractThis dissertation was conducted using an instrumental case study design to determine the habits and characteristics of mothers in crisis that help their children acquire early literacy skills. A 14-question open-ended interview protocol was used to ask three mothers living in a transitional homeless shelter in the mid-Atlantic region to recall what they did to help their children who were exhibiting early literacy skills prior to kindergarten. The mothers were recommended by the shelter child service coordinator and the children's tutor. Analysis was conducted using open, axial, and selective coding. Common themes emerged indicating that mothers in crisis share similar habits and characteristics to help them overcome the obstacles that are often believed to prevent parents in crisis from being available to prepare their children for school and be on an even learning plane with their peers.
dc.format.extent214 pages
dc.identifier.urihttps://hdl.handle.net/1920/8757
dc.language.isoen
dc.rightsCopyright 2013 Arlene Carol Prinzivalli Mascarenhas
dc.subjectEducation
dc.subjectEarly childhood education
dc.subjectCapital
dc.subjectCharacteristics
dc.subjectCultural deficit
dc.subjectEmpowerment
dc.subjectHabits
dc.subjectMarginalization
dc.titleHow Do Mothers in Crisis Help Their children Acquire Early Literacy Skills?
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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