Mothers' Views and Home Literacy Practices on Children Literacy Skills Acquisition: A Qualitative Study

Autor/in	Coskun, Lutfiye
Titel	Mothers' Views and Home Literacy Practices on Children Literacy Skills Acquisition: A Qualitative Study
Quelle	In: Research in Pedagogy, 11 (2021) 2, S.468-482 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Mothers; Parent Attitudes; Literacy Education; Skill Development; Family Environment; Teacher Responsibility; Parents as Teachers; Learning Activities; Preschool Children; Foreign Countries; Parent Responsibility; Reading Skills; Writing Skills; Language Skills; Mathematics Skills; Phonological Awareness; Phonics; Instructional Materials; Turkey + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Familienmilieu; Lehrverpflichtung; Lernaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Türkei
Abstract	This study aimed to explore mother's views and home literacy practices for their children on literacy skills acquisition. In the study carried out in 2020, twenty-five mothers of children aged 6 years were assessed by means of a semi-structured qualitative interview. Two mother views were identified; (1) family is responsible (FR) and (2) teacher is responsible (TR) on children's literacy skills acquisition. An examination of the literacy practices offered by mothers revealed that there are similarities and differences between the practices. The obtained results indicated that mothers who consider that family is responsible for children's literacy acquisition implemented more versatile and greater number of activities for their children. On the contrary, mothers who consider that teachers are responsible for children's literacy acquisition preferred mostly activities that support writing skills rather than reading skills. Some recommendations were also made in this paper to promote the emergent literacy skills of preschoolers. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01