A Neighborhood Notion of Emergent Literacy: One Mixed Methods Inquiry to Inform Community Learning

Autor/inn/en	Hoffman, Emily Brown; Whittingham, Colleen E.
Titel	A Neighborhood Notion of Emergent Literacy: One Mixed Methods Inquiry to Inform Community Learning
Quelle	In: Early Childhood Education Journal, 45 (2017) 2, S.175-185 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0780-3
Schlagwörter	Neighborhoods; Emergent Literacy; Mixed Methods Research; Urban Areas; Child Caregivers; Questionnaires; Focus Groups; Caregiver Role; Caregiver Attitudes; Comparative Analysis; Models; Communities of Practice; Sampling + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Frühleseunterricht; Urban area; Stadtregion; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Fragebogen; Analogiemodell; Community
Abstract	Using a convergent parallel mixed methods design, this study considered the early literacy and language environments actualized by childcare providers and parents of young children (ages 3-5) living in one large urban community in the United States of America. Both childcare providers and parents responded to questionnaires and participated in focus groups held at various community sites within the neighborhood. Using snowball sampling, 77 childcare providers and 149 parents responded to surveys that asked about their individual roles in children's emergent literacy development. Subsequently, several focus groups were held, ensuring childcare provider and parent representation from both center and home-based early childcare sites. Study questions considered the consistencies and inconsistencies in beliefs and actions by members of both community groups regarding early literacy development. Consistencies and inconsistencies were identified through a descriptive comparative analysis within and across survey and focus group data to guide the implementation of practical, ecological, research-based community learning that can be used as a model for other communities seeking to create similar communities of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01