ERIC Number: EJ1130790
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Emergent Literacy as Sociocultural Practice: How Well Do New Zealand Parents Fit with "Te Whariki?"
Journal of Early Childhood Literacy, v17 n1 p69-91 Mar 2017
A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum "Te Whariki" call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers' approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child's emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in "Te Whariki." The findings confirm general compatibility between parents' approach to emergent literacy and that of "Te Whariki." Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined "Te Whariki" learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.
Descriptors: Emergent Literacy, Sociocultural Patterns, Foreign Countries, Qualitative Research, Parent Attitudes, Early Childhood Education, National Curriculum, Kindergarten, School Readiness, Outcomes of Education, Semi Structured Interviews, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Primary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A