Parents' roles and perceptions of early literacy development in well-resourced environments

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dc.contributor.advisorBaxen, Jeanen_ZA
dc.contributor.authorAronstam, Shelleyen_ZA
dc.date.accessioned2014-11-03T08:16:16Z
dc.date.available2014-11-03T08:16:16Z
dc.date.issued2005en_ZA
dc.descriptionIncludes bibliographical references (leaves 95-105).en_ZA
dc.description.abstractLiteracy research in South Africa and other developing countries has for the most part focused on poorly resourced environments and literacy practices in lower socio-economic communities. The purpose of this study is to examine the role of parents in early literacy development in well-resourced homes in South Africa. The study was aimed at investigating parents' roles and perceptions of early literacy development in well-resourced home environments The study presents survey data from a large cohort of parents as well as observations and in-depth interviews with a smaller group of eight families. This study was conducted in a peri-urban area in the Western Cape and engaged parents whose children were in reception year classrooms. The research evidence shows that reading success does not necessarily occur through the use of a variety of resources but that it needs to be mediated and modelled by parents in the home to have significant outcomes. The study finds that the parents' perceptions and approaches only partially reflect what is envisaged to be good reading habits. The time constraints and pressures on parents today impact on literacy practices and restrict them from spending sufficient quality time engaged in these practices with their children. Finally the study shows that although children are exposed to books, television and computers in the home environment it does not necessarily ensure proficient and interested readers.en_ZA
dc.identifier.apacitationAronstam, S. (2005). <i>Parents' roles and perceptions of early literacy development in well-resourced environments</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/9033en_ZA
dc.identifier.chicagocitationAronstam, Shelley. <i>"Parents' roles and perceptions of early literacy development in well-resourced environments."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2005. http://hdl.handle.net/11427/9033en_ZA
dc.identifier.citationAronstam, S. 2005. Parents' roles and perceptions of early literacy development in well-resourced environments. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Aronstam, Shelley AB - Literacy research in South Africa and other developing countries has for the most part focused on poorly resourced environments and literacy practices in lower socio-economic communities. The purpose of this study is to examine the role of parents in early literacy development in well-resourced homes in South Africa. The study was aimed at investigating parents' roles and perceptions of early literacy development in well-resourced home environments The study presents survey data from a large cohort of parents as well as observations and in-depth interviews with a smaller group of eight families. This study was conducted in a peri-urban area in the Western Cape and engaged parents whose children were in reception year classrooms. The research evidence shows that reading success does not necessarily occur through the use of a variety of resources but that it needs to be mediated and modelled by parents in the home to have significant outcomes. The study finds that the parents' perceptions and approaches only partially reflect what is envisaged to be good reading habits. The time constraints and pressures on parents today impact on literacy practices and restrict them from spending sufficient quality time engaged in these practices with their children. Finally the study shows that although children are exposed to books, television and computers in the home environment it does not necessarily ensure proficient and interested readers. DA - 2005 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2005 T1 - Parents' roles and perceptions of early literacy development in well-resourced environments TI - Parents' roles and perceptions of early literacy development in well-resourced environments UR - http://hdl.handle.net/11427/9033 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9033
dc.identifier.vancouvercitationAronstam S. Parents' roles and perceptions of early literacy development in well-resourced environments. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2005 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9033en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherTeachingen_ZA
dc.titleParents' roles and perceptions of early literacy development in well-resourced environmentsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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