A Family Strengths Approach to Early Language and Literacy Development

Carter, Deborah Russell; Chard, David J.; Pool, Juli L.

doi:10.1007/s10643-009-0312-5

Cited by 22 publications

(29 citation statements)

References 11 publications

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“…Even though they might not learn how to read, these children learned what to expect from and how to respond to stories and were thus much better prepared for school work than were the children of the working class communities that Heath also studied (1982,1983). Other, later researchers have supported the same contention (for reviews, see Carter et al 2009;McCarthey 2000;Ntuli and Pretorius 2005).…”

Section: Literacy and Familiesmentioning

confidence: 81%

Working with parents to promote children’s literacy: a family literacy project in Uganda

Parry

Kirabo

Nakyato³

2014

Multiling.Ed.

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This article discusses the importance of family practices to children's acquisition of literacy and describes attempts to influence such practices through the institution of family literacy programmes. One of these is the Family Literacy Project in KwaZulu-Natal, South Africa, which both served as a model and provided material for a similar project at the Kitengesa Community Library in Uganda. The Kitengesa project is described in detail with particular emphasis on an exercise involving the translation of children's books into Luganda. The project as a whole and the translation exercise in particular elicited a warm response and seem to have been beneficial for both the adult participants and their children. The authors conclude that the project should be continued and extended but that more books are needed that are easy enough for such audiences and that reflect their African experiences.

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Section: Literacy and Familiesmentioning

confidence: 81%

Working with parents to promote children’s literacy: a family literacy project in Uganda

Parry

Kirabo

Nakyato³

2014

Multiling.Ed.

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“…A grande maioria dos estudos (n = 16), enquadram-se num paradigma indutivo utilizando uma metodologia qualitativa [12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27] remetendo-os para uma análise interpretativa das observações realizadas de modo a descobrir explicações e inter-relações entre as variáveis em estudo. Identificou-se (n = 8), estudos longitudinais [13,[16][17][18][19][22][23][24], de carácter exploratório [12,14,15,18,26], (n = 5), descritivos [15-17, 19-22, 24, 25, 27], (n = 10) e de padrão descritivo-correlacional [26], (n = 1).…”

Section: Resultsunclassified

“…Identificou-se (n = 8), estudos longitudinais [13,[16][17][18][19][22][23][24], de carácter exploratório [12,14,15,18,26], (n = 5), descritivos [15-17, 19-22, 24, 25, 27], (n = 10) e de padrão descritivo-correlacional [26], (n = 1).…”

Section: Resultsunclassified

“…Têm como objetivos estes estudos: caracterizar e analisar as relações entre as crenças dos pais/figuras parentais e a importância da aprendizagem da literacia emergente [12,15,18,26], (n = 4), avaliar o impacto do ambiente e das práticas de literacia familiar no desenvolvimento de competências de literacia emergente na criança com repercussões positivas no desenvolvimento integral [13, 16-22, 24, 27], (n = 10), fornecer orientações e ferramentas para ajudar os pais e profissionais com responsabilidade em matéria de infância, a ajudar as famílias a identificarem e criarem oportunidades de promoção de práticas de literacia sustentadas nas forças e rotinas de cada família [14,23,25], (n = 3).…”

Section: Resultsunclassified

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Práticas de literacia familiar: uma estratégia de educação para a saúde para o desenvolvimento integral da criança

Resende

Figueiredo

2018

Port J Public Health

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Introdução: A literacia emergente ou precoce é a primeira fase de construção e desenvolvimento da literacia e deve ser vista como um processo de desenvolvimento contínuo que começa nos primeiros anos de vida e se desenvolve em contextos reais de cada pessoa. Método: Procedeu-se a uma revisão integrativa da literatura, cujo objetivo foi sistematizar o conhecimento sobre a nova abordagem da construção e apreensão da literacia. Resultados e discussão: Foram consideradas três principais áreas de apreciação: estratégias/atividades promotoras de literacia familiar, leitura partilhada de histórias (enquanto prática de literacia familiar mais conducente ao desenvolvimento da literacia emergente) e repercussões positivas da promoção precoce desta prática no desenvolvimento integral da criança. Reconhece-se, atualmente, uma nova visão da família em geral, e dos pais/figuras parentais em particular, além da própria criança, frente ao processo de literacia em si. Estes passaram a ser considerados como elementos-chave e sua participação nesse processo deve ser mobilizada o mais cedo possível em relação aos Cuidados de Saúde Primários.

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“…Children are more likely to improve their literacy skills with increased levels of family involvement in language and literacy [13]. Family involvement can also prevent future reading challenges [15]. Children who have books at home and parents who read to them have higher literacy skills than children who do not have literacy-rich home environments and parent engagement [16].…”

Section: Introductionmentioning

confidence: 99%

Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics

Kim

Byington

2016

Child Development Research

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The current study investigated the influence of the community-based family literacy program on parent's and children's engagement in family reading practices and language/literacy activities at home. Parent's and children's engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents' and child's engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.

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A Family Strengths Approach to Early Language and Literacy Development

Abstract: This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Early Childhood Education Journal

Cited by 22 publications

References 11 publications

Working with parents to promote children’s literacy: a family literacy project in Uganda

Working with parents to promote children’s literacy: a family literacy project in Uganda

Práticas de literacia familiar: uma estratégia de educação para a saúde para o desenvolvimento integral da criança

Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics

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