{"id":10331,"date":"2016-03-07T16:14:55","date_gmt":"2016-03-07T15:14:55","guid":{"rendered":""},"modified":"2016-03-07T16:14:55","modified_gmt":"2016-03-07T15:14:55","slug":"especially-the-more-frequent-reading-to-the-child-in-families-with-high-educated-parents-turned-out-to-account-for-ses-related-differences-anm-ses-socioeconomic-status-in-childrens-language-and-social","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/07\/bildungsvererbung-familiaeres-umfeld\/10331\/especially-the-more-frequent-reading-to-the-child-in-families-with-high-educated-parents-turned-out-to-account-for-ses-related-differences-anm-ses-socioeconomic-status-in-childrens-language-and-social\/","title":{"rendered":"Especially the more frequent reading to the child in families with high-educated parents turned out to account for SES-related differences (Anm.: SES = socioeconomic status) in children\u2019s language and social skills &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">\u201eEspecially the more frequent reading to the child in families with high-educated parents turned out to account for SES-related differences (Anm.: SES = socioeconomic status) in children\u2019s language and social skills. Through shared picture book reading, children do not only learn words and improve their language skills; they additionally learn how characters in storybooks behave and how they solve social problems; these characters may serve as models for prosocial behaviour and patterns of interaction.\u201c<br \/><\/span><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">Dr.\u00a0Anna Volodina u.\u00a0a., Explaining gaps by parental education in children\u2019s early language and social outcomes at age 3\u20134 years: evidence from harmonised data from three countries (2022), S.\u00a014.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eEspecially the more frequent reading to the child in families with high-educated parents turned out to account for SES-related differences<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[16],"tags":[],"class_list":["post-10331","post","type-post","status-publish","format-standard","hentry","category-bildungsvererbung-familiaeres-umfeld"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/10331","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=10331"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/10331\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=10331"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=10331"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=10331"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}