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Fathers' involvement in young children's literacy development: implications for family literacy programmes

机译：父亲参与幼儿识字能力的发展：对家庭识字计划的影响

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摘要

Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of family literacy and describes the context of the study, which was carried out in socio-economically disadvantaged communities in a northern English city. Fathers' participation in their children's literacy was investigated through interviews at the beginning and end of the programme (n = 85) and home visit records made by teachers throughout the programme. Quantitative and qualitative analysis of these data indicate that, while fathers' participation in the family literacy programme was not easily visible, almost all fathers were involved to some extent in home literacy events with their children. During the programme, teachers shared information about literacy activities and the importance of children having opportunities to share literacy activities with their parents. Data indicate that fathers who were not mentioned by mothers as having been involved in their children's literacy were significantly more likely to be on a low income than those who were reported as being engaged with their children in home literacy activities. Fathers in the study were involved in providing literacy opportunities, showing recognition of their children's achievements, interacting with their children around literacy and being a model of a literacy user. Although involved in all four of these key roles, fathers tended to be less involved in providing literacy opportunities than mothers. While fathers and sons engaged in what might be described as traditionally 'masculine' literacy activities, fathers were more often reported to be involved with their children in less obviously gendered home literacy activities. The article concludes with discussion of implications for involving fathers in future family literacy programmes.
机译：相对较少的家庭识字计划研究调查了父母的经历，尽管许多此类计划专门针对父亲，但对于父亲参与针对母亲和父亲的计划知之甚少。本文报道了父亲参与幼儿家庭扫盲计划和家庭扫盲实践的情况。这篇文章提供了家庭识字的定义，并描述了这项研究的背景，这项研究是在英国北部城市的社会经济处于不利地位的社区中进行的。通过在计划开始和结束时进行的访谈（n = 85）以及在整个计划中老师进行的家庭访问记录，调查了父亲对子女识字能力的参与。对这些数据的定量和定性分析表明，虽然父亲不容易看到家庭参与扫盲计划，但几乎所有父亲在一定程度上都与子女一起参与了家庭扫盲活动。在计划期间，教师们分享了有关扫盲活动以及儿童有机会与父母分享扫盲活动的重要性的信息。数据表明，与那些据报与孩子从事家庭扫盲活动的父亲相比，母亲没有提到的，涉及其孩子的扫盲活动的父亲的低收入可能性要高得多。研究中的父亲参与提供识字机会，表现出对子女成就的认可，围绕识字与子女互动，并成为识字使用者的榜样。尽管父亲参与了所有这四个关键角色，但与母亲相比，父亲在提供扫盲机会方面的参与度往往较低。虽然父亲和儿子从事传统上称为“男性”扫盲的活动，但据报道父亲经常与子女一起参与性别明显较少的家庭扫盲活动。本文最后讨论了父亲参与未来家庭扫盲计划的意义。

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  • 来源
    《British Educational Research Journal》 |2009年第2期|167-185|共19页
  • 作者

    Anne Morgan; Cathy Nutbrown; Peter Hannon;

  • 作者单位

    Centre for Education Research, Sheffield Hallam University, UK;

    School of Education, University of Sheffield, UK;

    School of Education, University of Sheffield, UK;

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  • 正文语种 eng
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  • 入库时间 2022-08-18 00:52:47

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