Examining the role of family literacy experiences in children’s response to emergent literacy activities in nursery school: exploring the views of educators and parents
Abstract
The purpose of this mixed–methods research is to explore the views of educators and parents regarding the role that children’s family literacy experiences play in their response to emergent literacy activities in nursery school. The age of the children ranged from 3–4.5 years, while their average was 46.92 months. To implement the research, two research tools were constructed and used: first a semi–structured interview guide that examined the emergent literacy–related perceptions and practices of educators, while also evaluating the effectiveness of the activities implemented in the family environment and second a questionnaire that examined the corresponding perceptions and practices which parents apply in the context of family life. Twelve educators were interviewed for a qualitative analysis, while 149 parents of students in their classes filled in a questionnaire which became the subject of quantitative processing. The findings showed that: a) emergent literacy activities are implemented in the family environment and the nursery school, but mainly oral language and emergent reading are strengthened and b) there is a statistically significant relationship between parents’ educational level and the literacy practices they use. The results from the combined investigation of the two fields are encouraging, but it would be useful to conduct interviews with parents to further investigate family practices.
Article Details
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Tsiopela, P., Tzakosta, M., & Spantidakis, I. (2023). Examining the role of family literacy experiences in children’s response to emergent literacy activities in nursery school: exploring the views of educators and parents. Preschool and Primary Education, 11(1), 124–153. https://doi.org/10.12681/ppej.30335
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