Experiences of Babies with Written Language
Keywords:
Emergent literacy, Family literacy, ChildhoodAbstract
The purpose of this study is to characterize the literacy experiences ofbabies aged between 14 and 24 months.
In this study, four issues were analysed: which type of written language experiences are offered to the children, how parents
value these literacy experiences, the way parents perceive their own role in the literacy development of their children and what
parents know about their means of contributing to the literacy development of their children. Six mothers were interviewed.
These interviews were analysed with the use of a categorical content analysis. The results suggest that mothers value and
include in their practices facilitative and mediation actions of literacy experiences with their children, noting some variability
depending on the respective qualifications.
Downloads
Download data is not yet available.
References
Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities
for literacy learning in the homes of urban preschoolers. In L.
M. Morrow (Ed.), Family Literacy: Connections in Schools
and Communities (pp. 236-252). Newark, DE: International
Reading Association.
Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001).
Parents’ interactions with their first-grade children during
storybook reading and relations with subsequent home
reading activity and reading achievement. Journal of School
Psychology, 39(5), 415-438.
Bardin, L. (2004). Análise de Conteúdo. Lisboa: Edição 70.
Benseman, J. (2002). Family Literacy in Manakau City: First
formative and process evaluation report. School of Education,
University of Auckland. Retrieved from http://www.
lifelonglearning.co.nz
Benseman, J. (2003). Family Literacy Programmes Pilot
Implementation: Interim (Second) Formative and Process
Evaluation Report. Centre for Continuing Education, University
of Auckland. Retrieved from http//www.lifelonglearning.co.nz.
Carter, D., Chard, D., & Pool, J. (2009). A family strengths approach
to early language and literacy and low-income African
American pre-schoolers’ skills. New Directions for Child and
Adolescent Development, 92, 73-87.
Cochran-Smith, M. (1984). The making of a reader. Norwood,
NJ: Ablex.
Christensen, L. B. (2007). Experimental methodology. Boston:
Pearson.
Cruz, J., & Ribeiro, I. (2009). Práticas de literacia familiar em idade
pré-escolar. In I. Ribeiro & F. L. Viana (Eds.), Dos leitores
que temos aos leitores que queremos. Ideias e projectos para
promover a leitura (pp. 75-113). Coimbra: Edições Almedina,
SA.
Gadsden, V. L. (1998). Family cultures and literacy learning. In J.
Osbon & F. Lehr (Eds.), Literacy for all-issues in teaching and
learning (pp. 32-72). New York: Guilford Press.
Hannon, P. (1995). Literacy, home and school. London: Falmer
Press.
Hannon, P. (2000). Reflecting on literacy in education. New York:
Routledge Falmer.
Hannon, P., Weinberger, J., & Nutbrown, C. (1991). A study of work
with parents to promote early literacy development. Research
Papers in Education, 6(2), 77-97.
Hannon, P., & Nutbrown, C. (1997). Teachers use of a conceptual
framework for early literacy education involving parents.
Teacher Development, 1(3), 405-420.
Hess, R. D., & Holloway, S. D. (1984). Family and school as
educational institutions. In R. D. Parke (Ed.), Review of Child
Development Research, 7: The Family (pp. 179-222). Chicago:
University of Chicago Press.
Lynch, J. (2009). Print literacy engagement of parents from
low-income backgrounds: Implications for adult and family
literacy programs. Journal of Adolescent & Adult Literacy,
52(6), 509-521.
Martins, M. A. (1996). Pré-história da aprendizagem da leitura.
Lisboa: Instituto Superior de Psicologia Aplicada.
Mata, L. (2006). Literacia Familiar. Porto: Porto Editora.
Moreira, M. F. (2007). Experiências de literacia dos bebés entre os
0 e os 24 meses. (Unpublished master´s thesis). Universidade
do Minho, Portugal..
Moreira, F., & Ribeiro, I. (2009). Envolvimento parental na génese
do desenvolvimento da literacia. In I. Ribeiro & F. L. Viana
(Eds.), Dos leitores que temos aos leitores que queremos. Ideias
e projectos para promover a leitura (pp. 45-73). Coimbra:
Edições Almedina, SA.
Morrow, L. M. (Ed.). (1995). Family literacy: Connections in
schools and communities. New Brunswickm, N. J.: Rutgers
University.
National Adult Literacy Agency. (2004). Working Together:
Approaches to family literacy. Ireland: NALA.
Saracho, O. (1999). Families’ involvement in their children’s
literacy development. Early Child Development and Care,
153, 121-126.
Saracho, O. (2002). Family literacy: Exploring family practices.
Early Child Development and Care, 172(2), 113-122.
Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent
teaching: Links to language and literacy development. New
Directions for Child and Adolescent Behavior, 92, 39-51.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in
the development of children’s reading skill: A five-year
longitudinal study. Child Development, 73(2), 445-460.
Sénéchal, M. (2006). The effect of family literacy interventions on
children’s acquisition of reading. From Kindergarten to grade
3. New Hampshire: National Institute for Literacy.
Skage, S, (1995). A Practical Guide to Family Literacy-Definitions
and discussions. Family Literacy Action Group Alberta.
Retrieved from http//www.nalds.ca/CLR/Pgfl/page 6-9.htm
Sonnenschein, S., & Munsterman, K. (2002). The influence of
home-based reading interactions on 5-years-old’s reading
motivations and early literacy development. Early Childhood
Research Quarterly, 17, 318-337.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading
difficulties in young children. Washington, DC: National
Academy Press.
Taylor, D. (1983). Family literacy: The social context of learning
to read and write. Exeter, NH: Heinemann.
Teale, W. H. (1984). Reading to young children: Its significance
for literacy development. In H. Goelman, A. Oberg & F.
Smith (Eds.), Awakening to literacy (pp. 110-121). London:
Heinemann.
Teale, W. H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing
and reading. Norwood, NJ: Ablex.
for literacy learning in the homes of urban preschoolers. In L.
M. Morrow (Ed.), Family Literacy: Connections in Schools
and Communities (pp. 236-252). Newark, DE: International
Reading Association.
Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001).
Parents’ interactions with their first-grade children during
storybook reading and relations with subsequent home
reading activity and reading achievement. Journal of School
Psychology, 39(5), 415-438.
Bardin, L. (2004). Análise de Conteúdo. Lisboa: Edição 70.
Benseman, J. (2002). Family Literacy in Manakau City: First
formative and process evaluation report. School of Education,
University of Auckland. Retrieved from http://www.
lifelonglearning.co.nz
Benseman, J. (2003). Family Literacy Programmes Pilot
Implementation: Interim (Second) Formative and Process
Evaluation Report. Centre for Continuing Education, University
of Auckland. Retrieved from http//www.lifelonglearning.co.nz.
Carter, D., Chard, D., & Pool, J. (2009). A family strengths approach
to early language and literacy and low-income African
American pre-schoolers’ skills. New Directions for Child and
Adolescent Development, 92, 73-87.
Cochran-Smith, M. (1984). The making of a reader. Norwood,
NJ: Ablex.
Christensen, L. B. (2007). Experimental methodology. Boston:
Pearson.
Cruz, J., & Ribeiro, I. (2009). Práticas de literacia familiar em idade
pré-escolar. In I. Ribeiro & F. L. Viana (Eds.), Dos leitores
que temos aos leitores que queremos. Ideias e projectos para
promover a leitura (pp. 75-113). Coimbra: Edições Almedina,
SA.
Gadsden, V. L. (1998). Family cultures and literacy learning. In J.
Osbon & F. Lehr (Eds.), Literacy for all-issues in teaching and
learning (pp. 32-72). New York: Guilford Press.
Hannon, P. (1995). Literacy, home and school. London: Falmer
Press.
Hannon, P. (2000). Reflecting on literacy in education. New York:
Routledge Falmer.
Hannon, P., Weinberger, J., & Nutbrown, C. (1991). A study of work
with parents to promote early literacy development. Research
Papers in Education, 6(2), 77-97.
Hannon, P., & Nutbrown, C. (1997). Teachers use of a conceptual
framework for early literacy education involving parents.
Teacher Development, 1(3), 405-420.
Hess, R. D., & Holloway, S. D. (1984). Family and school as
educational institutions. In R. D. Parke (Ed.), Review of Child
Development Research, 7: The Family (pp. 179-222). Chicago:
University of Chicago Press.
Lynch, J. (2009). Print literacy engagement of parents from
low-income backgrounds: Implications for adult and family
literacy programs. Journal of Adolescent & Adult Literacy,
52(6), 509-521.
Martins, M. A. (1996). Pré-história da aprendizagem da leitura.
Lisboa: Instituto Superior de Psicologia Aplicada.
Mata, L. (2006). Literacia Familiar. Porto: Porto Editora.
Moreira, M. F. (2007). Experiências de literacia dos bebés entre os
0 e os 24 meses. (Unpublished master´s thesis). Universidade
do Minho, Portugal..
Moreira, F., & Ribeiro, I. (2009). Envolvimento parental na génese
do desenvolvimento da literacia. In I. Ribeiro & F. L. Viana
(Eds.), Dos leitores que temos aos leitores que queremos. Ideias
e projectos para promover a leitura (pp. 45-73). Coimbra:
Edições Almedina, SA.
Morrow, L. M. (Ed.). (1995). Family literacy: Connections in
schools and communities. New Brunswickm, N. J.: Rutgers
University.
National Adult Literacy Agency. (2004). Working Together:
Approaches to family literacy. Ireland: NALA.
Saracho, O. (1999). Families’ involvement in their children’s
literacy development. Early Child Development and Care,
153, 121-126.
Saracho, O. (2002). Family literacy: Exploring family practices.
Early Child Development and Care, 172(2), 113-122.
Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent
teaching: Links to language and literacy development. New
Directions for Child and Adolescent Behavior, 92, 39-51.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in
the development of children’s reading skill: A five-year
longitudinal study. Child Development, 73(2), 445-460.
Sénéchal, M. (2006). The effect of family literacy interventions on
children’s acquisition of reading. From Kindergarten to grade
3. New Hampshire: National Institute for Literacy.
Skage, S, (1995). A Practical Guide to Family Literacy-Definitions
and discussions. Family Literacy Action Group Alberta.
Retrieved from http//www.nalds.ca/CLR/Pgfl/page 6-9.htm
Sonnenschein, S., & Munsterman, K. (2002). The influence of
home-based reading interactions on 5-years-old’s reading
motivations and early literacy development. Early Childhood
Research Quarterly, 17, 318-337.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading
difficulties in young children. Washington, DC: National
Academy Press.
Taylor, D. (1983). Family literacy: The social context of learning
to read and write. Exeter, NH: Heinemann.
Teale, W. H. (1984). Reading to young children: Its significance
for literacy development. In H. Goelman, A. Oberg & F.
Smith (Eds.), Awakening to literacy (pp. 110-121). London:
Heinemann.
Teale, W. H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing
and reading. Norwood, NJ: Ablex.
Downloads
Published
2015-09-03
How to Cite
Moreira, M. F., & Ribeiro, I. S. (2015). Experiences of Babies with Written Language. Psicologia: Teoria E Pesquisa, 31(1). Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/18133
Issue
Section
Estudos Empíricos
