Rural and Indigenous Families' Support of Young Children's Writing

Autor/inn/en	Stagg Peterson, Shelley; Grimes, Ashley; Sky, Kathy
Titel	Rural and Indigenous Families' Support of Young Children's Writing
Quelle	In: Texas Journal of Literacy Education, 9 (2021) 1, S.18-34 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Foreign Countries; Canada Natives; Rural Population; Family (Sociological Unit); Parents as Teachers; Writing Instruction; Young Children; Parent Child Relationship; Informal Education; Direct Instruction; Alphabets; Family Literacy; Parent Attitudes; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Ausland; Landbevölkerung; Familie; Schreibunterricht; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Informelle Bildung; Nichtformale Bildung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Buchstabenschrift; Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	In this study, northern Canadian rural and Indigenous parents provided valuable information about the self-initiated writing that their two- through nine-year-old children do at home. In interview responses, participating parents told stories about the writing materials and spaces they make available to children for writing. They talked about how they support their children's writing: informally--by demonstrating that writing is important; and formally--through direct teaching of letter forms and sound-letter relationships. Parents provided examples of their children's self-initiated writing, which includes types of texts that are not usually valued in mainstream spaces such as school. They explained that the writing is usually for the purposes of expressing feelings and informing family members. Our study adds to the literature on family literacy practices by validating the knowledge and experiences that northern rural and Indigenous children bring to their formal schooling. Recommendations for teachers include initiating conversations with parents about the writing that their children do at home, finding spaces in the classroom schedule for children to present and talk about their self-initiated writing with the class, and providing specific information about how parents can support their children's writing. A "Tips for Parents" sheet is provided. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01