Parental Beliefs and Practices Surrounding the Development of Emergent Literacy

This study describes family beliefs and practices surrounding early literacy in households from disadvantaged backgrounds and involved 79 families of children aged between 1.5 and 5 years of age from six educational facilities in two regions in southern Chile. Participants answered a questionnaire t...

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Detalles Bibliográficos
Autores: Muñoz, Carla, Frez-Aróstica, Nicole
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:México
Institución:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
Repositorio:Revista Electrónica de Investigacion Educativa
Idioma:español
OAI Identifier:oai:ojs.redie.uabc.mx:article/3455
Acceso en línea:https://redie.uabc.mx/redie/article/view/3455
Access Level:acceso abierto
Palabra clave:desarrollo infantil
literacidad
hábitos lectores
creencias
child development
literacy
reading habits
beliefs
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spelling Parental Beliefs and Practices Surrounding the Development of Emergent LiteracyCreencias y prácticas parentales en torno al desarrollo de la alfabetización emergenteMuñoz, CarlaFrez-Aróstica, Nicoledesarrollo infantilliteracidadhábitos lectorescreenciaschild developmentliteracyreading habitsbeliefsThis study describes family beliefs and practices surrounding early literacy in households from disadvantaged backgrounds and involved 79 families of children aged between 1.5 and 5 years of age from six educational facilities in two regions in southern Chile. Participants answered a questionnaire that aimed to explore family beliefs and practices relating to emergent literacy. The results show high exposure to television during free time and the use of language to regulate behavior. As far as reading practices are concerned, most of those surveyed reported explicitly and systematically teaching their children letters, but most state that they do not read for pleasure. The results support the idea of working in networks with families and developing parental practices that promote early childhood literacy in the home.El presente estudio describe las creencias y prácticas familiares en torno a la literacidad inicial en hogares de contextos vulnerables. Participaron 79 familias de niños entre 1.5 y 5 años de edad de seis establecimientos en dos regiones del sur de Chile. Los participantes respondieron un cuestionario destinado a explorar las creencias y prácticas familiares relacionadas con la alfabetización emergente. Los resultados evidencian una alta exposición a la televisión en el tiempo libre, así como la utilización del lenguaje como regulador de la conducta. Respecto a sus prácticas vinculadas a la lectura, la mayoría de los encuestados declara enseñar explícita y sistemáticamente las letras a sus hijos, en cambio, la mayoría afirma no leer por gusto. Los resultados apoyan la idea de trabajar en red con las familias y desarrollar prácticas parentales que favorezcan la literacidad infantil en el hogar de forma temprana.Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo2021-06-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdftext/xmlhttps://redie.uabc.mx/redie/article/view/345510.24320/redie.2021.23.e11.3455Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 131607-4041reponame:Revista Electrónica de Investigacion Educativainstname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIAinstacron:UABCspahttps://redie.uabc.mx/redie/article/view/3455/2105https://redie.uabc.mx/redie/article/view/3455/2106https://redie.uabc.mx/redie/article/view/3455/2117Derechos de autor 2021 Carla Muñoz, Nicole Frez-Arósticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessoai:ojs.redie.uabc.mx:article/34552024-08-22T16:52:59Z
dc.title.none.fl_str_mv Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
Creencias y prácticas parentales en torno al desarrollo de la alfabetización emergente
title Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
spellingShingle Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
Muñoz, Carla
desarrollo infantil
literacidad
hábitos lectores
creencias
child development
literacy
reading habits
beliefs
title_short Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
title_full Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
title_fullStr Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
title_full_unstemmed Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
title_sort Parental Beliefs and Practices Surrounding the Development of Emergent Literacy
dc.creator.none.fl_str_mv Muñoz, Carla
Frez-Aróstica, Nicole
author Muñoz, Carla
author_facet Muñoz, Carla
Frez-Aróstica, Nicole
author_role author
author2 Frez-Aróstica, Nicole
author2_role author
dc.subject.none.fl_str_mv desarrollo infantil
literacidad
hábitos lectores
creencias
child development
literacy
reading habits
beliefs
topic desarrollo infantil
literacidad
hábitos lectores
creencias
child development
literacy
reading habits
beliefs
description This study describes family beliefs and practices surrounding early literacy in households from disadvantaged backgrounds and involved 79 families of children aged between 1.5 and 5 years of age from six educational facilities in two regions in southern Chile. Participants answered a questionnaire that aimed to explore family beliefs and practices relating to emergent literacy. The results show high exposure to television during free time and the use of language to regulate behavior. As far as reading practices are concerned, most of those surveyed reported explicitly and systematically teaching their children letters, but most state that they do not read for pleasure. The results support the idea of working in networks with families and developing parental practices that promote early childhood literacy in the home.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-29
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://redie.uabc.mx/redie/article/view/3455
10.24320/redie.2021.23.e11.3455
url https://redie.uabc.mx/redie/article/view/3455
identifier_str_mv 10.24320/redie.2021.23.e11.3455
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://redie.uabc.mx/redie/article/view/3455/2105
https://redie.uabc.mx/redie/article/view/3455/2106
https://redie.uabc.mx/redie/article/view/3455/2117
dc.rights.none.fl_str_mv Derechos de autor 2021 Carla Muñoz, Nicole Frez-Aróstica
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2021 Carla Muñoz, Nicole Frez-Aróstica
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
dc.source.none.fl_str_mv Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13
Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 13
1607-4041
reponame:Revista Electrónica de Investigacion Educativa
instname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron:UABC
instname_str UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron_str UABC
institution UABC
reponame_str Revista Electrónica de Investigacion Educativa
collection Revista Electrónica de Investigacion Educativa
repository.name.fl_str_mv
repository.mail.fl_str_mv
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