Family Literacy: Exploring Family Practices

For many decades, research has supported the family's influence and their children's acquisition of literacy. Family literacy theories have been generated and challenged, while studies have been conducted on the family's application of literacy interactions, experiences, strategies, materials, influential factors and programs in a variety of context and both inside and outside the home. Most studies suggest that family literacy contributes to young children's literacy development.     

An Evaluation of Family Literacy Bags as a Vehicle for Parent Involvement

Early childhood scholars concur that books and interactive reading between adults and children strongly support children's reading achievement. Furthermore, they argue for the importance of involving families in their children's education. The Family Literacy Bags (FLB) project described and evaluated here, is a parent involvement and education innovation designed to engage children and their families in reading books at home. To meet the diversity of family needs, some of the FLB contained materials in both Spanish and English. Findings from this inquiry conducted in four primarily rural, middle class school districts in the west, suggest that the FLB project encouraged home book reading in families. Furthermore, parents learned effective ways to read and discuss books with their children, new information about availability of various books, and information about their children's developing language skills. Children demonstrated an initial and sustained interest in the FLB project. Suggestions for further research and parent education are discussed.     

An Evaluation of Family Literacy Bags as a Vehicle for Parent Involvement

Early childhood scholars concur that books and interactive reading between adults and children strongly support children's reading achievement. Furthermore, they argue for the importance of involving families in their children's education. The Family Literacy Bags (FLB) project described and evaluated here, is a parent involvement and education innovation designed to engage children and their families in reading books at home. To meet the diversity of family needs, some of the FLB contained materials in both Spanish and English. Findings from this inquiry conducted in four primarily rural, middle class school districts in the west, suggest that the FLB project encouraged home book reading in families. Furthermore, parents learned effective ways to read and discuss books with their children, new information about availability of various books, and information about their children's developing language skills. Children demonstrated an initial and sustained interest in the FLB project. Suggestions for further research and parent education are discussed.     

Literacy Development in the Family Context

This study investigated the types of literacy activities and materials that family members use to promote the children's literacy development in their home environment. The sample consisted of families of children who were enrolled in four kindergarten classrooms in one school. The initial target sample consisted of 60 families of which 36 volunteered to complete the questionnaire. The Family Literacy Questionnaire was used to collect the data. It provides information on the types of activities and materials family members use to promote their children's literacy development. The results show that the family members [e.g., father, mother, grandmother, aunt] are sensitive to their children's interests and skills in their selection of activities and materials that promote their children's literacy development and family-child interactions in their home environment. Family members engaged in literary activities in both inside and outside the home including trips to the library. Families engaged in informational.     

Exploring Young Children's Literacy Development Through Play

An exploratory study was conducted to determine the effects of literacy-enriched play centers and the emergent literacy behaviors of five-year-old kindergarten children. This study focused on play activities that promote reading and writing that can be integrated in play centers in the early childhood curriculum. Qualitative analysis of the data indicated that a language or literacy component can be integrated in the play activities of kindergarten children. Play activities were used to promote the inventing symbols and messages in children's writing. The teachers in the kindergarten classrooms created a literate environment to promote the children's literacy development.     

Exploring Young Children's Literacy Development Through Play

An exploratory study was conducted to determine the effects of literacy‐enriched play centers and the emergent literacy behaviors of five‐year‐old kindergarten children. This study focused on play activities that promote reading and writing that can be integrated in play centers in the early childhood curriculum. Qualitative analysis of the data indicated that a language or literacy component can be integrated in the play activities of kindergarten children. Play activities were used to promote the inventing symbols and messages in children's writing. The teachers in the kindergarten classrooms created a literate environment to promote the children's literacy development.     

Literacy through play: how families with able children support their literacy development

This article reports on findings from a research study that set out to identify factors that enable children considered to be able by their teachers to extend and develop their literacy. The data substantiated much that is already known about the significance of preschool home influences on the emergence of literacy. It underlined the importance of children being able to hear the sounds in words – phonemic awareness – through frequently playing games and hearing nursery rhymes, which led to their early success with reading. It suggested that there might be a link between their ability to plan their imaginative play and their ability to learn aspects of literacy systematically on entry to school. This comes at a time when there has been a resurgence of interest in play as a means of learning in the early years in the UK, after the influence exerted by the downward thrust of the National Curriculum in 1990 and the National Literacy Strategy in 1998.     

Literacy through play: how families with able children support their literacy development

This article reports on findings from a research study that set out to identify factors that enable children considered to be able by their teachers to extend and develop their literacy. The data substantiated much that is already known about the significance of preschool home influences on the emergence of literacy. It underlined the importance of children being able to hear the sounds in words - phonemic awareness - through frequently playing games and hearing nursery rhymes, which led to their early success with reading. It suggested that there might be a link between their ability to plan their imaginative play and their ability to learn aspects of literacy systematically on entry to school. This comes at a time when there has been a resurgence of interest in play as a means of learning in the early years in the UK, after the influence exerted by the downward thrust of the National Curriculum in 1990 and the National Literacy Strategy in 1998.     

A Collaborative Approach to Family Literacy Evaluation Strategies

McCosh Even Start, a federally funded project located at McCosh School in inner-city Chicago neighborhood, is a partnership between Northeastern Illinois University and The Chicago Public School. The parent#shchild components of the program are: home visiting, an after school family literacy program, parent#shchild field trips, computer classes, and the use of videotaping and photography to document learning. The adult literacy component includes computer, photography and video classes, a parent club for literacy career development skills and parent field trips. Computer, video technology and photography were used as tools to develop literacy, but they were also used to document the literacy progress of parents and children. To evaluate the results of the program, staff, parents, children and a video documenter collaborated to use a wide range of evaluation. These strategies used to show literacy improvement included video documentation and interviews, parent interest questionnaires, observations and book logs, photo collections with personalized captions, portfolios, information reading inventories and parent self-evaluations.     

Emergent Literacy: A case-study of a two-year-old

Observations of the spontaneous behaviors and comments of one child aged 24 to 36 months pertinent to emergent literacy are reported. The child was not an early reader. The following areas were addressed: letter/numeral naming, the meaning of print, the communicative function of print, conception of meaning-units or words, language games, awareness of the sound of language, and the relationship between spoken words and specific characteristics of print. The child's responses at the age of 34 months to testing, on some of these topics, are described. Discussion treats cultural aspects, as the child was not exposed to book reading or television. An obstacle the child must overcome in order to understand print, to grasp that letters in text are sequentially ordered, is also discussed.     

Emergent Literacy: a case-study of a two-year-old

Observations of the spontaneous behaviors and comments of one child aged 24 to 36 months pertinent to emergent literacy are reported. The child was not an early reader. The following areas were addressed: letter/numeral naming, the meaning of print, the communicative function of print, conception of meaning-units or words, language games, awareness of the sound of language, and the relationship between spoken words and specific characteristics of print. The child's responses at the age of 34 months to testing, on some of these topics, are described. Discussion treats cultural aspects, as the child was not exposed to book reading or television. An obstacle the child must overcome in order to understand print, to grasp that letters in text are sequentially ordered, is also discussed.     

Literacy Education and Families: A Program and its Progress

Project Literacy Education and Families (LEAF) is a family literacy program that provides experiences for parents to develop their skills and confidence that will enable them to see possibilities instead of limitations. The purpose of Project LEAF is to provide intervention composed of four basic program components: adult literacy, early childhood education, parent education and parent-child literacy and play interaction time. The purpose of this article is to provide information related to the program's development, implementation, and evaluation.     

Literacy identity and agency: linking classrooms to communities

Family literacy is frequently taken to mean involving parents in helping to teach their children school‐type literacy tasks in the home (for example, ; ). This article presents the case for an alternative approach to family and community involvement in school‐based literacy tasks by drawing on the child’s agency. The argument is rooted in theoretical, conceptual and methodological advances to studying real‐world everyday literacy across the life span and is based on the principles for pedagogy that flow from that work.     

Literacy identity and agency: linking classrooms to communities

Family literacy is frequently taken to mean involving parents in helping to teach their children school-type literacy tasks in the home (for example, Hannon, 2000; Poulson Macleod Bennett, and Wray, 1996). This article presents the case for an alternative approach to family and community involvement in school-based literacy tasks by drawing on the child's agency. The argument is rooted in theoretical, conceptual and methodological advances to studying real-world everyday literacy across the life span and is based on the principles for pedagogy that flow from that work.     

安宁疗护家庭会议临床实践的系统综述

目的 系统总结安宁疗护家庭会议临床实践的经验,为召开家庭会议和改进会议质量提供参考.方法 运用计算机检索Web of Science、PubMed、The Cochrane Library、OVID、VIP、Sinomed、CNKI和万方数据库,检索从建库至2019年10月1日中英文文献,归纳安宁疗护家庭会议的准备过程...     

Literacy, development and disabilities: are we moving in the right direction?

A growing body of research supports the belief that literacy begins at birth for all children, including young children with disabilities. The literature review revealed issues related to individuals with disabilities and literacy, including the differences in parental perceptions and lack of adequate support and exposure to literacy related materials for individuals with disabilities. This article highlights available research in this area and its implications for practice.     

Teachers' Roles in Promoting Literacy in the Context of Play

This study focuses on the roles teachers undertake to promote literacy in a kindergarten classroom. Five early childhood teachers and their children participated in this study. Data were collected through systematic videotaped observations during the children's play periods. Inductive content analysis was the method used to analyze the data. The results identify, define, and describe the teachers' roles that they assumed in promoting the children's literacy development in the context of children's play. Teacher roles supporting literacy learning in children's play were identified, defined, and described as discussion leader, storyteller, examiner, instructional guide, informer, learning center monitor and decision-maker.     

家庭因素对未婚青年性知识、性观念及性行为的影响

为了解家庭因素对未婚青年性知识、性观念及性行为的影响,采用分层抽样方法,对成都地区3 307名15～22岁未婚青年进行了问卷调查。结果显示,调查对象性知识得分随父母文化程度升高而升高,但与父母共同生活并经常交谈者避孕知识得分较低。父母文化程度高(与职业相关)及高生活水平家庭的年轻人性观念及性行为较开放,未与父母共同生活并很少交谈者的性观念及性行为亦较开放。结论:应重视家庭因素对未婚年轻人性和生殖健康观念及行为的影响。