Investigation of Parents’ Early Literacy Beliefs in the Context of Turkey Through the Parent Reading Belief Inventory (PRBI)

Saban, Ayten Iflazoğlu; Altınkamış, N. Feyza; Gül, Ebru Deretarla

doi:10.12973/eu-jer.7.4.985

Cited by 9 publications

(11 citation statements)

References 34 publications

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“…The urgency of parental involvement in assisting children's learning from home is to increase children's academic success, where parents can participate in school activities and parents are motivated to be involved in decision-making related to children's academic activities, as well as improve communication between teachers and parents about developmental conditions and learning about children's practical everyday skills (Mcdowell et al, 2018). This is supported by the findings of previous studies that the motivation of parents to be involved in children's activities during learning from home is reading books to children and the intense interaction between parents and children has a positive impact on the development of early literacy in kindergarten age children (Bracken & Fischel, 2008;Powell et al, 2012;Saban et al, 2018). Based on the explanation above, it can be understood the importance of the motivation for parental involvement in children during learning from home.…”

Section: Introductionsupporting

confidence: 52%

Be Strong or Weak: The Contribution of Parenting Style toward Parent Involvement Motivation in Accompanying Children During Learning from Home

Utomo¹,

Iswantiningtyas²,

Yulianto³

2021

JEHCP

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Parental involvement in assisting children's learning from home is a primary factor in elevating children's academic success. This study aimed to analyze the motivational role of parental involvement in accompanying children during online learning in terms of parenting style. This empirical information can be utilized as a basis for determining parenting styles and motivation for parental involvement in accompanying children during distance learning. The participants of this study were parents totaling 282 respondents with details of 42 people, about 15% were fathers, and 240 people, about 85% were mothers (Mean=1.85; SD=0.357). Questionnaires with parental involvement motivation instrument, developed by Katz et al. (2011) and parenting style instrument, developed by Robinson et al. (2001) were administered to get the data of this research. The test of hypothesis used the regression analysis Technique (SPSS 22). The results of the data analysis showed that authoritative, authoritarian, and permissive parenting styles were simultaneously efficient in determining parental involvement motivation.

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Section: Introductionsupporting

confidence: 52%

Be Strong or Weak: The Contribution of Parenting Style toward Parent Involvement Motivation in Accompanying Children During Learning from Home

Utomo¹,

Iswantiningtyas²,

Yulianto³

2021

JEHCP

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“…In one study from Turkey, parents' education level and the household income tend to be positively associated with the number of home literacy experiences they provide to their preschool children (Altun, 2019). Consistent with this, another study has found that mothers with higher levels of education are more likely to teach their 3-7-year-old children reading at home than mothers with lower levels of education (Iflazoglu Sabah et al, 2018). In Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan, a large-scale dataset has revealed that the wealthier the families, the greater the number of mother-child interactions (Zainiddinov and Habibov, 2019).…”

Section: What Drives Parents To Engage In Home Literacy and Numeracy mentioning

confidence: 76%

Home Literacy and Numeracy Environments in Asia

et al. 2021

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The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

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“…Parental literacy belief refers to parental belief in children's literacy achievement due to the parental involvement in school activities, and it is essential in assisting children's literacy development (Saban et al, 2018). Parents can assist their children in early childhood by learning language skills and becoming a literate person using various methods (Katranci et al, 2018).…”

Section: Literacy Beliefs and Environmentmentioning

confidence: 99%

“…Parents who believe that their children's literacy development depends on them will be more likely to spend time and energy to create an atmosphere of literacy with their children (Saban et al, 2018). Support from others will make learning fun and easy for children.…”

Section: Introductionmentioning

confidence: 99%

“…To ensure that children's literacy development is at a good level, parental literacy beliefs are crucial. Most parents perceive that teachers and educators should play their role (Saban et al, 2018). Most parents also believe the significance of their involvement in the development of their children's literacy, but they still perceive that school is the main medium responsible for educating their children (Taylor, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Relationship between Parental Literacy Beliefs and Home Literacy Environment

Mad¹,

Mohamed²

2023

IJARPED

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Parental literacy beliefs and home environment play an important role in stimulating children's literacy development. Parents who believe that children's literacy development is highly dependent on them will be more likely to spend more time to create an atmosphere of literacy with their children. The main purpose of this study was to determine the relationship between parental literacy beliefs and home literacy environment. This study was conducted in Sungai Pelek, Selangor. Findings of this quantitative methods strategy study were based on data collected from 240 parents of KEMAS preschool children aged between five and six years. Data was collected with the aid of electronic questionnaire via Google Form. The Parental Reading Belief Inventory (PRBI) was used to measure parental literacy beliefs and the Home Observation for Measurement of the Environment (HOME) was used to measure the home literacy environment. The results showed that the parental 's literacy beliefs have a significant relationship with the home literacy environment. It showed weak correlation between parental literacy beliefs and home literacy environment. In conclusion, the literacy environment at home is not highly dependent on parents' belief in the important of literacy. It is recommended for future research can be expanded in various states in Malaysia with a larger sample size to increase generalization and produce more reliable data. Furthermore, it is recommended for future research to take into account of the predictive factors in children literacy development research.

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Investigation of Parents’ Early Literacy Beliefs in the Context of Turkey Through the Parent Reading Belief Inventory (PRBI)

Cited by 9 publications

References 34 publications

Be Strong or Weak: The Contribution of Parenting Style toward Parent Involvement Motivation in Accompanying Children During Learning from Home

Be Strong or Weak: The Contribution of Parenting Style toward Parent Involvement Motivation in Accompanying Children During Learning from Home

Home Literacy and Numeracy Environments in Asia

Relationship between Parental Literacy Beliefs and Home Literacy Environment

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