Family Literacy Programmes in South Africa: Should We Take Note?

Autor/in	le Roux, Sarlina G.
Titel	Family Literacy Programmes in South Africa: Should We Take Note?
Quelle	In: South African Journal of Childhood Education, 10 (2020) 1, Artikel 819 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (le Roux, Sarlina G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Family Programs; Family Literacy; Family School Relationship; Home Visits; Parent Participation; Emergent Literacy; Young Children; Early Intervention; Educational Research; Foreign Countries; Early Childhood Education; South Africa (Johannesburg); South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Hausbesuch; Elternmitwirkung; Frühleseunterricht; Frühe Kindheit; Bildungsforschung; Pädagogische Forschung; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Background: South Africa has one of the lowest-performing education systems in the world. By the fourth grade, many learners are already 2 or more years behind their peers, especially in mathematics and literacy. Family literacy programmes as a form of home-school partnership are often proposed as an early intervention to support early literacy learning. Family literacy programmes remain a new concept in South Africa and little formal research has been undertaken on the nature, availability and implications of such programmes in this country. Aim: The aim of this article is to investigate family literacy programmes currently running in South Africa by means of a theoretical framework. Setting: The data presented here are the result of an electronic search comprising books and journal articles for the period 1990-2019. Methods: For this article, a qualitative analysis was undertaken, using concept analysis as the main data collection technique. Key words such as 'family literacy', 'family literacy programmes', 'intergenerational literacy' and 'home-school partnerships' were used to produce a sample obtained by simple random sampling. Results: An inductive data analysis approach was followed to identify and discuss programmes that fit the attributes and criteria of family literacy programmes and to make recommendations towards partnership attributes, resource and activity attributes, and future research to clarify implications. Conclusion: If family literacy programmes are to gain momentum, researchers must continue to unpack what this concept holds to ensure such programmes yield optimal results, not only for participating families, but also for the South African schooling system in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01