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1.
Despite the centrality of mothers in their children’s education, mothers have, until relatively recently, been largely invisible in the research on family and intergenerational literacy. This paper develops a feminist analysis of family literacy programs and outlines a pedagogical framework for family literacy, that repositions mothers as researchers of literacy practices within their families. Data from a case study of an intergenerational literacy program are analysed to make visible the complexity of the mothers’ intergenerational literacy practices and to demonstrate the value of critical literacy as a pedagogical approach that acknowledges the gendered subjectivities of women in family literacy programs as mothers, learners and teachers of their children.  相似文献   

2.
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational drive for their children is to partner with them—either through an intervention program or through early childhood educators’ interaction with parents—by showing them how their participation in their children’s learning through concrete activities (such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase their chances of achieving academic success.  相似文献   

3.
This study examined families’ choices of children’s literature books for joint story reading. Teachers, parents, and their children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other parents twice a week to learn and practice story reading techniques. They selected children’s literature books that were of interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded to a questionnaire before the intervention. The results provided insight in relation to the parents’ perceptions about literacy, reading with families, and story reading. All members of the families read to their children frequently or daily and engaged the children in conversations about the books read. The books chosen to be read to the children were categorized by genre, with modern fiction being the most popular genre.  相似文献   

4.
Every interaction within an early childhood program either promotes community or disrupts it. Therefore, excellent early childhood programs have in place a process that pulls the energies and abilities of all the members of the school community together so that everyone—children, educators, parents, and community members—develop well. In particular, healthy interactions between educators and families create the necessary conditions for the early childhood programs: (1) to impact the lifepaths of the families; and, in turn, (2) to engage the families in the work of improving the early childhood programs. In this article, research on the Jewish Early Childhood Education Initiative (JECEI) is presented. JECEI was selected for study because JECEI early childhood programs are characterized by healthy relationships, the capacity to successfully promote children’s learning and development, and the engagement of families in the work of school improvement.  相似文献   

5.
An approach to early childhood education that integrates visual and performing arts throughout the preschool curriculum—Art as a Way of Learning—was implemented in a program (Promoting and Supporting Early Literacy through the Arts) designed to improve the emergent literacy and school readiness of at-risk young children in community-based preschool settings. A quasi-experimental pre-post treatment-only design was used to explore this program’s potential effects in a real-world setting. Preliminary results revealed improvements in young children’s emergent literacy on a number of targeted and standardized measures after participation in the program. This arts-integrated approach to the teaching of and learning in young children shows considerable promise and warrants a rigorous test of its effects.  相似文献   

6.
A case study approach was used to document the literacy experiences of 25 fathers and their children who participated in a family literacy program. It explored the effects of a literacy intervention that was designed to assist fathers of five-year-old children to develop their children’s literacy learning in a family environment. The findings indicated that the fathers promoted their children’s literacy development when they learned literacy strategies and activities in the program. Although all fathers were provided with the same literacy content, they differed in their use of literacy strategies. Themes were identified and described based on the literacy strategies, interactions, materials, and activities that the fathers used.  相似文献   

7.
The aim of this study was to determine whether the Frequency with which parents read to their children, Preschool Exposure and the initial Age that students “who are economically at-risk” were first exposed to significant literacy activities at home or in a preschool setting affected their reading grades. Students “who are economically at-risk,” for the scope of this study, are those students whose family incomes qualify them to receive either free or reduced lunches. The criteria set forth by the United States Department of Agriculture’s School Lunch Program and Child Nutrition Web site (United States Department of Agriculture, 2005) was used to determine whether families were qualified to receive reductions in the price of their school meals. Parents of students from six southeast Alabama schools were selected to participate in the study. All six schools administered the Questioning, Understanding, Enriching, Seeking and Thinking (QUEST) program for gifted or academically successful students. The subjects were 84 parents/families with public school children who are economically at-risk and participated in the QUEST program. Data were gathered using a questionnaire developed by the researcher. Instructional implications for this research study are to (1) improve reading instruction for economically at-risk students within our nation’s elementary schools; (2) equip parents with teaching tools and theories for providing critical pre-reading skills to their young children and (3) to provide sound research for teacher educators to base their instruction to preservice teachers preparing to teach students who are economically at-risk.  相似文献   

8.
The purpose of this study was to evaluate the effects of a project designed to empower fathers to take a more active role in their child’s academic literacy development. The fathers were parents of children enrolled in Early Head Start or Head Start programs. Data sources included transcribed interviews with fathers, the facilitator’s journal, and field notes compiled by the researchers. Findings in three areas emerged from the data: the fathers became increasingly committed to the literacy development of their children; participants learned about and regularly engaged in a variety of emergent literacy activities with their children; and participants developed confidence in their roles as agents for change in their children’s lives.  相似文献   

9.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and the types of literacy and language activities in which parents and children engage, are all related to young children’s developing literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy. This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme.  相似文献   

10.
School feeding programs in low- and middle-income countries tend to focus on school attendance and literacy. Some evidence suggests that bolstering schools as a nexus of community plays an important psychosocial function for children and families. This study examines the extent to which childhood literacy rates are associated with parents’ and teachers’ perceptions of community violence and cohesion, following participation in a large-scale school feeding program in the Department of Intibucá, Honduras. Primary school children (n = 3,147) from 176 schools completed standardized literacy tests. Scores were linked to parents’ (n = 328) and teachers’ (n = 537) responses about community cohesion and violence. Social bonding among parents was positively associated with children’s literacy. Community violence reported by teachers exerted a negative influence. The authors discuss these results in light of how vertically focused interventions such as school feeding can be integrated to account for the specific contextual factors that affect, and are affected by, the program itself.  相似文献   

11.
This study involved the development, implementation, and assessment of a comprehensive schoolwide mailing program as a practical tool to communicate enthusiasm towards writing to children and actively engage them in letter writing. The author played the dual role of teacher-researcher and worked for one school year with one teacher from each grade level from grade 1 to grade 5. The objective of the study was to explore the relationship between an innovative mailing program and children’s attitudes towards letter writing. This study employed both qualitative (conference with teachers) and quantitative (survey) methods. The author initiated the study with a presentation to the teachers (during a staff meeting) and to the children (in an assembly), systematically collected feedback from teachers to assess the program throughout the year, informed parents (through school newsletters), and assessed children’s attitudes towards both writing and letter writing at the beginning and end of the program. It was anticipated that the program would provide children with authentic writing experiences, foster positive attitudes towards writing, enhance their literacy skills, and in turn strengthen a “friendship culture” in the school by being coparticipants as readers and writers in the letter writing process. Data analysis indicated that children enjoyed the responsive letter writing process and that their self-perceptions as writers and their writing skills improved. Results support the introduction of an elementary school mailing program as a means to cultivate and strengthen positive relationships between pupils and invite family participation.  相似文献   

12.
There is limited understanding of how parents’ allocation of investments across their children are affected by differences in their children's participation in programs that promote early development. I use data from the National Longitudinal Survey of Youth to examine whether parents reinforce or compensate for differences in their children's access to an early education program, Head Start. I use a family fixed effects approach to contrast measures of parental investment, when children were age 5 through 14, for children who attended Head Start relative to their siblings who did not attend preschool. I find that parents provided lower levels of cognitive stimulation and emotional support to children who attended Head Start relative to their siblings who did not attend preschool. Although impacts are relatively small in magnitude (0.05 SD), results suggest that parent compensate for differences in access to early childhood educational opportunities.  相似文献   

13.
This retrospective study is an in-depth investigation of the perspectives of Turkish immigrant parents on their children’s early schooling in the United States (PreK-3). It specifically explores how these parents connect with or are disconnected from school culture, and how their socio-cultural understanding of education and teachers influence their relationships with schools. Using a qualitative research design, data were collected through in-depth interviews with 18 parents from 10 families. Findings suggest that Turkish parents negotiated the ways curriculum and instruction is constructed in American schools—such as their assumptions about the lack of academic rigor—while they also embraced sound pedagogies the teachers practiced. Through their experiences with schooling in the United States, Turkish parents reconsidered their sociocultural perspectives on the role of the teacher in their children’s lives based on their experiences with their children’s teachers. The parents also reported their challenges in understanding school culture and curriculum, and described how they negotiated their access to the school culture. The results indicate the need for a stronger partnership between home and school. Teachers could support parents in their struggle to access to the culture of schooling by establishing an eagerness for communication and a reciprocal personal connection with families, who already socioculturally assume the teacher’s role as part of family.  相似文献   

14.
Initiatives to integrate technology in schools are continuously increasing, with efforts to bridge the “homework gap” and provide technology access in low-income households. However, it is critical to include nondominant parents in technology adoption decisions in order to avoid mirroring past patterns of inequality in home-school relationships. This study examines the digital access, use, and beliefs of Spanish-dominant immigrant parents, whose children attended a school in early stages of 1:1 (one laptop, one child) and BYOD (bring-your-own-device) initiatives. Informed by critical and ecological approaches to family literacy and technology use, the analysis compares the cases of eight parents attending technology workshops facilitated by the researcher and looks at the factors and contexts shaping their digital access and use and their shifts in access over two years. The analysis then narrows down to their beliefs about the use of school-provided devices. Findings illustrate the diversity in device use and customization in families with similar immigration trajectories, showing how economic factors, education, and established livelihoods in the community shaped their decisions to obtain devices and Internet connectivity. Cases also show the crucial role of the school in providing computers and technology training; however, decisions about taking school devices home and supervising children's activity were shaped by parents' beliefs about their roles supporting their children's moral education, and their existing family practices. Implications for family literacy programs and outreach for digital equity in new migration settings are discussed.  相似文献   

15.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

16.
The goal of this paper was to examine promising effects of a bilingual family literacy program: to track the changes of families’ literacy activities through a bilingual family literacy intervention, and to examine the children literacy gains in both Chinese and English across socioeconomic sub-groups. The intervention was an eight-week, two hours per week, literacy program in three Chinese communities in Toronto. Parents, with their children, participated in the program. The extremely high attendance rate provided evidence that families enjoyed the family literacy intervention and felt that the sessions were worthwhile. For their families’ literacy activities, the three sites followed the same trend: reaching the peak of activity at week four, slightly dropping down at weeks five and six, and then increasing to a second peak at week seven or week eight. Results also showed that across the three groups, children of mothers with lower education levels made fewer gains in their English expressive vocabularies and their Chinese expressive vocabularies, than children whose mothers had a higher level of education.  相似文献   

17.
20世纪以来,美国社会的急剧变化使家庭系统面临巨大的压力并引发一系列社会问题,致使美国开始开展增加家庭教育的知识与技能、预防和减少家庭危机的系列研究与实践。以美国密苏里州为代表的"父母即教师"项目(ParentsAsTeachersProgram,PAT),关注孩子在校园的表现与家长参与的互动关系,通过丰富的项目研究实践来提高家长的教育水平,有力地促进了家长有效参与到孩子的发展中去。美国各州普遍实践的"父母即教师"项目的评估表明,参加该项目的父母在育儿技巧、参与的程度与质量方面有显著提升;孩子在认知与入学适应能力等方面也有明显提高。该项目尤其是对贫穷家庭的孩子和非白人家庭的孩子影响更大。  相似文献   

18.
Family literacy programs abound today, and many try to be all things to all participating families. Funding has eroded for programs of long length and shorter length programs need a specific focus to aim for a modicum of success. This article provides an overview of the importance of interactive reading for children’s future success in school, providing clear reasons for having it as a program focus. Specific research-based interactive reading behaviors which act as program objectives and a linked interactive reading assessment for accountability purposes are described. Methods of serving and recruiting diverse families are also explored. An example of a program is provided to demonstrate how to design a family literacy program of manageable length that leads to measurable gains in joint reading behaviors.  相似文献   

19.
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20.
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean. However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may explain these results.
Young-Suk KimEmail:
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