Summary
This paper describes a family literacy project that involved parents whose children were attending a pre-school centre in a low socio-economic suburb of Perth, Western Australia. A formative experimental design was used to examine the home literacy practices of the families as described by the parents, and to construct a series of workshops. The parents described a range of literacy practices that took place in their homes; the workshop series aimed to value and build on these practices and the parents’ prior knowledge of children’s literacy development. After some initial difficulties, the parents and the teacher/researcher jointly constructed the workshop topics, which included early literacy development, viewing and computer practices, personal, reading and reading to children. At the end of the program the parents reported that they had gained new knowledge, had become more aware of the literacy practices of their homes and how these might influence their children’s literacy development, and had experienced some change of behaviour. Factors that appeared to facilitate the program and some of the difficulties encountered are identified and discussed.
Résumé
Cet article décrit un projet d’alphabétisation au sein de la famille concernant les parents d’élèves de maternelle d’un centre scolaire d’une banlieue ouvrière de Perth, Western Australia. Le projet démarra avec la mise en place d’un programme de formation expérimental afin d’analyser les pratiques d’alphabétisation au sein des familles, basé sur la description des parents, ainsi que d’organiser une série d’ateliers. Les parents décrirent toute une série de pratiques d’alphabétisation ayant lieu au sein de leurs familles, les ateliers ayant pour objectif d’analyser et d’améliorer ces pratiques en s’appuyant sur leurs connaissances préalables dans le domaine du développement de l’alphabétisation de l’enfant. Une fois surmontées quelques difficultés initiales, les parents et l’enseignant/chercheur développèrent ensemble le contenu des ateliers, avec des sujets comprenant le développement de l’alphabétisation dans la petite enfance, les heures passées devant la télé, l’utilisation de l’ordinateur, la lecture individuelle et la lecture aux enfants. A la fin du projet, les parents reconnurent avoir acquis plus de connaissances, être devenus plus conscients de leurs pratiques d’alphabétisation et la manière dont ces pratiques sont susceptibles d’influencer le développement de leurs enfants, et avoir modifié d’une certaine mesure leur comportement. Cet article identifie et décrit en détail les facteurs susceptibles d’avoir facilité le projet, ainsi que certaines des difficultś rencontrées.
Resumen
Este articulo describe un proyecto de alfabetización familiar centrado en los padres de alumnos de un centro preescolar de un barrio obrero de Perth, Western Australia. En primer lugar, se empleó un programa formativo experimental con el fin de analizar los hábitos de alfabetización en el hogar de las distintas familias, basándose en la información proporcionada por los padres, lo que permitió diseñar una serie de talleres. La información proporcionada por los padres incluyó todo un abanico de hábitos de alfabetización, siendo el objetivo de los talleres el de evaluar y trabajar sobre esos hábitos y sobre los conocimientos previos de los padres relativos al tema del desarrollo de la alfabetización infantil. Tras superar una serie de dificultades, los padres y el profesor/investigador diseñaron conjuntamente el contenido de los talleres, con temas como el desarrollo precoz de la alfabetización, horas pasadas frente al televisor, hábitos de uso del ordenador, lectura individual y lectura a los niños. Al finalizar el proyecto, los padres reconocieron haber adquirido neuvos conocimentos, ser más conscientes de sus hábitos de alfabetización en el hogar y el efecto potential de dichos hábitos en el desarrollo de sus hijos, y haber experimentado un cierto cambio en su comportamiento. Este articulo identifica y explica los factores que parecieron facilitar el programa y algunas de las dificultades encontradas.
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Jay, J., Rohl, M. Constructing a family literacy program: Challenges and successes. IJEC 37, 57–78 (2005). https://doi.org/10.1007/BF03165832
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DOI: https://doi.org/10.1007/BF03165832