Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children
Within a bioecological model, research works over the past decades have shown the significant influence of family micro systemic variables on child development. This study is aimed to test the factorial structure of the Haezi-Etxadi Family Assessment Scale (HEFAS-6), designed to detect protective fa...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/1/26 |
| _version_ | 1797412810307665920 |
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| author | Ainhize Agirregoikoa Joana Acha Florencia Barreto-Zarza Enrique B. Arranz-Freijo |
| author_facet | Ainhize Agirregoikoa Joana Acha Florencia Barreto-Zarza Enrique B. Arranz-Freijo |
| author_sort | Ainhize Agirregoikoa |
| collection | DOAJ |
| description | Within a bioecological model, research works over the past decades have shown the significant influence of family micro systemic variables on child development. This study is aimed to test the factorial structure of the Haezi-Etxadi Family Assessment Scale (HEFAS-6), designed to detect protective family factors for language and reading development through the assessment of family context quality. The sample of this study consisted of 127 children aged 5 to 7 and their families. The factorial structure and the internal consistency of the data were analyzed. Results of the exploratory factor analysis (principal components with varimax rotation) showed the emergence of four factors: promotion of cognitive and linguistic development, promotion of socio-emotional development, family system strain and parental profile fostering child development. This structure was confirmed by confirmatory factor analysis. The internal consistency indices showed acceptable values. In conclusion, the tool shows good potential to assess the quality of the family context in the field of the promotion of reading and linguistic skills in educational, clinical and social intervention settings and through the implementation of evidence-based parenting policies. |
| first_indexed | 2024-03-09T05:08:36Z |
| format | Article |
| id | doaj.art-f1438bf3dc9c41da9ef863094bd37b76 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T05:08:36Z |
| publishDate | 2021-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-f1438bf3dc9c41da9ef863094bd37b762023-12-03T12:52:44ZengMDPI AGEducation Sciences2227-71022021-01-011112610.3390/educsci11010026Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old ChildrenAinhize Agirregoikoa0Joana Acha1Florencia Barreto-Zarza2Enrique B. Arranz-Freijo3Department of Basic Psychological Processes and Its Development, Faculty of Psychology, University of the Basque Country UPV/EHU, 20018 San Sebastian, SpainDepartment of Basic Psychological Processes and Its Development, Faculty of Psychology, University of the Basque Country UPV/EHU, 20018 San Sebastian, SpainDepartment of Basic Psychological Processes and Its Development, Faculty of Psychology, University of the Basque Country UPV/EHU, 20018 San Sebastian, SpainDepartment of Basic Psychological Processes and Its Development, Faculty of Psychology, University of the Basque Country UPV/EHU, 20018 San Sebastian, SpainWithin a bioecological model, research works over the past decades have shown the significant influence of family micro systemic variables on child development. This study is aimed to test the factorial structure of the Haezi-Etxadi Family Assessment Scale (HEFAS-6), designed to detect protective family factors for language and reading development through the assessment of family context quality. The sample of this study consisted of 127 children aged 5 to 7 and their families. The factorial structure and the internal consistency of the data were analyzed. Results of the exploratory factor analysis (principal components with varimax rotation) showed the emergence of four factors: promotion of cognitive and linguistic development, promotion of socio-emotional development, family system strain and parental profile fostering child development. This structure was confirmed by confirmatory factor analysis. The internal consistency indices showed acceptable values. In conclusion, the tool shows good potential to assess the quality of the family context in the field of the promotion of reading and linguistic skills in educational, clinical and social intervention settings and through the implementation of evidence-based parenting policies.https://www.mdpi.com/2227-7102/11/1/26family contextscaffoldinglinguistic developmentreading |
| spellingShingle | Ainhize Agirregoikoa Joana Acha Florencia Barreto-Zarza Enrique B. Arranz-Freijo Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children Education Sciences family context scaffolding linguistic development reading |
| title | Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children |
| title_full | Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children |
| title_fullStr | Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children |
| title_full_unstemmed | Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children |
| title_short | Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children |
| title_sort | family context assessment to promote language and reading abilities in 6 year old children |
| topic | family context scaffolding linguistic development reading |
| url | https://www.mdpi.com/2227-7102/11/1/26 |
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