Fostering a Culture of Reading with Wordless Picturebooks in a South African Context

Autor/inn/en	Haese, Adrie; Costandius, Elmarie; Oostendorp, Marcelyn
Titel	Fostering a Culture of Reading with Wordless Picturebooks in a South African Context
Quelle	In: International Journal of Art & Design Education, 37 (2018) 4, S.587-598 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haese, Adrie) ORCID (Costandius, Elmarie) ORCID (Oostendorp, Marcelyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12202
Schlagwörter	Picture Books; Parent Attitudes; Foreign Countries; Native Language Instruction; African Languages; Parent Child Relationship; Reading Aloud to Others; Child Care Centers; Community Centers; Family Environment; Program Descriptions; Preschool Children; Parents as Teachers; Emergent Literacy; South Africa + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Elternverhalten; Ausland; Native language education; Muttersprachlicher Unterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There exists an abundance of literature on the use of wordless picturebooks in literacy development, yet very little research exists on their use in the South African context. South Africa is facing what researchers have referred to as a 'national crisis of reading'. Only 5 per cent of parents read with their children, as a result, many children are not exposed to books or book-sharing activities prior to entering formal school. Despite the acknowledgement and acceptance of the importance of mother tongue education, especially in Foundation Phase, there still exists a lack of indigenous language picturebooks for young readers. The article reports on the findings of an exploratory study in which wordless picturebooks were used in parent-child joint reading. By moving the reading environment from a community centre or daycare to participant homes, the main aim was to determine the perceptions of the parents or primary caregivers and children that participated in the programme regarding the value of utilising wordless picturebooks in their homes. The research sought to gain an understanding of how wordless picturebooks could assist in ensuring that literacy-poor families are supported as a child's first educator. We argue that wordless picturebooks warrant further investigation in the South African context, as key findings indicated that they can be viewed as a valuable tool in fostering a culture of reading in the South African context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01