Martine van der Pluijm

140 Chapter 5 Procedure In both rounds of data collection, the teacher invited the parents, explained the aim of the research, and gave them a brief written explanation. In return, their children were promised a toy or game. Parents indicated whether they preferred an observation at home or at school. All parents chose the school option. Parents were asked whether they wanted a translator to be present who could introduce the tasks. Five pedagogy graduates were available as translators for one or more of the native languages of the parents. At each of the four schools, we used a quiet room (i.e., without sources of interruptions). The researcher gave a brief explanation of the aims of the research i.e., to observe two activities (see below) and examine parent-child interactions. Parents were encouraged to talk with their child as they would at home, including using their native language. The researcher asked parents for their consent to record the dialogue on video. All parents consented, but four requested not to video the parent’s face. Parents were informed that the researcher would not interact with the dyad during the activity to prevent influencing the interaction between the child and parent. Teacher delivery We observed the quantity and quality of the delivery of AHL, as explained in Study 1 (more information can be found in Chapter 4). However, in this study, there were two cases of teachers who were not available for a longer period (maternity leave, and a broken arm) instead of three cases, which influenced the quality of the delivery of the program during the parent-child activities. Of the n =19, we observed four dyads in the two classrooms with a teacher who had a lower quality of delivery, and fifteen dyads in six classrooms of the six teachers who showed a higher quality of delivery. Activities for parent-child interaction For our observations, the dyads were asked to take part in two talk and play activities in the classrooms. These activities were developed during a pilot study and were based on a previous literature review on effective activities and strategies that can be used for lower-educates parents (see Chapter 2; Van der Pluijm et al., 2019). The first activity was aimed at lowering the threshold for parents to become involved in parent- child activities in the classroom. During this activity, the parent and child were encouraged to talk about other family members. They received pencils and drawing paper with a picture of an empty couch. Then they were asked to discuss what they liked doing together, and to draw themselves (and other family members) on their couch. Parents were encouraged to sensitively encourage the child to talk and draw if they liked, prioritizing the use of language instead of creating the product. During this activity in classrooms, teachers were encouraged to join the