• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Conference on Early Childhood Education and Parenting >Parental Involvement in Early Childhood Literacy Development
【24h】

Parental Involvement in Early Childhood Literacy Development

机译：父母参与早期儿童扫盲发展

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This research aims to discuss parents' involvement in early childhood literacy development. It stems from the importance of parents' roles in early childhood activities, especially those that develop literacy. So far, research on children development paradigm have only been done by looking at the factors within the family as an asset has not been investigated in the context of Indonesian culture. Therefore, research on parents' effort in early childhood literacy development needs to be conducted. This research employs qualitative approach using study case by examining five parents as the participants. The use of interview and observation are implemented to collect the data. Then, the data is analyzed through grounded theory technique. Bronfenbrenner ecological theory is served as the framework to discuss the problems and understand the data presented in this research. The results of the study indicate that parents' roles are tangible in early childhood literacy development. The conclusion can be drawn as follows: 1) parents perform literacy activities, for example, memorizing, using media and providing literacy-rich surroundings 2) supporting factors such as parents' motivation is associated with parents' involvement with the demand of school readiness and positive belief of the importance of early childhood education. The problems consist of unbalance roles between the parents, physical factor, and 3) the collaboration between the parents and school is actualized in the forms of meetings, giving information, creating parents' coordinator, and communicating between the parents and teachers. Parents must be able to take part in children's activities in order to modify them into the stimulus that develops children's literacy.
机译：本研究旨在讨论父母参与早期儿童扫盲发展。它源于父母角色在幼儿活动中的重要性，特别是那些发展识字的人。到目前为止，对儿童发展的研究才通过在印度尼西亚文化的背景下看待家庭内的因素来完成。因此，需要进行对父母在幼儿素养发展中的努力的研究。本研究采用了使用研究案例通过审查五名父母作为参与者的定性方法。采访和观察的使用是实施以收集数据。然后，通过接地理论技术分析数据。 Bronfenbrenner生态学理论作为讨论问题的框架，理解本研究中提出的数据。研究结果表明，父母的角色在幼儿扫盲发展中是有形的。结论可以如下所示：1）父母进行识字活动，例如，使用媒体和提供富有素养的周围环境2）支持因素，例如父母的动机与父母参与学校准备的需求以及幼儿教育重要性的积极信念。这些问题包括父母，物理因素和3）父母和学校之间的合作，以会议的形式实现，提供信息，创造父母协调员以及在父母和教师之间进行沟通。父母必须能够参加儿童活动，以便将他们改变为发展儿童识字的刺激。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号