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Parents’ roles and perceptions of early literacy development in well-resourced environments.
Author(s)
Aronstam, Shelley
Date Issued
2005
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Literacy research in South Africa and other developing countries has for the
most part focused on poorly resourced environments and literacy practices in
lower socio-economic communities. The purpose of this study is to examine the
role of parents in early literacy development in well-resourced homes in South
Africa.
The study was aimed at investigating parents’ roles and perceptions of early
literacy development in well-resourced home environments The study presents
survey data from a large cohort of parents as well as observations and in-depth
interviews with a smaller group of eight families. This study was conducted in a
peri urban area in the Western Cape and engaged parents whose children
were in reception year classrooms.
The research evidence shows that reading success does not necessarily occur
through the use of a variety of resources but that it needs to be mediated and
modelled by parents in the home to have significant outcomes.
The study finds that the parents’ perceptions and approaches only partially
reflect what is envisaged to be good reading habits. The time constraints and
pressures on parents today impact on literacy practices and restrict them from
spending sufficient quality time engaged in these practices with their children.
Finally the study shows that although children are exposed to books, television
and computers in the home environment it does not necessarily ensure
proficient and interested readers.
most part focused on poorly resourced environments and literacy practices in
lower socio-economic communities. The purpose of this study is to examine the
role of parents in early literacy development in well-resourced homes in South
Africa.
The study was aimed at investigating parents’ roles and perceptions of early
literacy development in well-resourced home environments The study presents
survey data from a large cohort of parents as well as observations and in-depth
interviews with a smaller group of eight families. This study was conducted in a
peri urban area in the Western Cape and engaged parents whose children
were in reception year classrooms.
The research evidence shows that reading success does not necessarily occur
through the use of a variety of resources but that it needs to be mediated and
modelled by parents in the home to have significant outcomes.
The study finds that the parents’ perceptions and approaches only partially
reflect what is envisaged to be good reading habits. The time constraints and
pressures on parents today impact on literacy practices and restrict them from
spending sufficient quality time engaged in these practices with their children.
Finally the study shows that although children are exposed to books, television
and computers in the home environment it does not necessarily ensure
proficient and interested readers.
Additional information
A minor dissertation submitted in partial fulfilment of the
requirements for the award
of the
Degree of Masters in Education
Department of Education
Faculty of Humanities
University of Cape Town, 2005
requirements for the award
of the
Degree of Masters in Education
Department of Education
Faculty of Humanities
University of Cape Town, 2005
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