Parents' and Teachers' Perspectives on Preschool Literacy Development
Bibliographic Data
| ID | 11159152 |
|---|---|
| Authors | PETER HANNON (0000-0002-2291-9961, University of Sheffield, corresponding author), Sue James (0000-0003-2525-2821) |
| Year | 1990 |
| Volume | 16 |
| Issue | 3 |
| Pages | 259-272 |
| Publication date | 1990-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192900160304 |
| OpenAlex | W2091766530 |
| Language | EN |
| Citations received | 9 |
| References cited | 10 |
Parents of 40 three to four year‐olds attending nursery classes in schools in one English local education authority and their children's teachers were interviewed about the teaching of reading and writing. Parents were interviewed at home, and teachers were interviewed in school, about the children's literacy experiences in both settings. A very high level of parental interest in literacy was found, centred on books and print‐related activities. Teachers, however, placed more emphasis on developing what they saw as pre‐reading and pre‐writing skills. Teachers felt that parental involvement in preschool literacy could lead to children being put under too much pressure and being taught by the wrong methods. Parents saw their involvement as productive, would have welcomed help from teachers, and were unsure about the place of literacy in the nursery curriculum
Curriculum · Developmental psychology · Early literacy · Emergent literacy · Literacy · Literacy Education · Mathematics education · Pedagogy · Political science · Reading (process) · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · Reading and Literacy Development
Parent - Teacher Perception of Early Childhood Education
Era uma vez
Predictors of writing competence in 4- to 7-year-old children
Learning to eRead
Sex Differences in Handwriting
A study of work with parents to promote early literacy development
The patterning of early literacy events in ten family contexts and their visibility to teachers
An Empirical Study of Coexisting Relationships Between Area-Specific Support and Early Childhood Development
Children Learning to Read — exploring home and school relationships
| Citations per year | 0.26 |
|---|---|
| Citation span | 1991 - 2022 (32) |
| Highly cited | No |