Formal literacy practices through play : Exposure to adult literacy practices increases child-led learning and interest

Journal article

Colliver, Yeshe, Arguel, Amael and Parrila, Rauno. (2021). Formal literacy practices through play : Exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education. 29(1), pp. 6-24. https://doi.org/10.1080/09669760.2020.1779668
AuthorsColliver, Yeshe, Arguel, Amael and Parrila, Rauno
Abstract

Early literacy is largely acquired through child-led learning, yet current ways to support and enhance it may present problems of coercion and adult control. The Following in our Footsteps II intervention sought to circumvent such problems by teaching parent and educator pairs of 46 preschoolers how to make everyday literacy and numeracy processes (attention control condition) visible to children. Mixed-design ANOVAs indicated that children’s literacy- and numeracy-related play increased significantly after four weeks of demonstrations. Reading and writing performance improvements were significantly greater in the Literacy group than in the Numeracy group. The results indicate that preschoolers’ exposure to parents’ and educators’ everyday code-related literacy practices can enhance preschoolers’ literacy interest and learning. They highlight an innovative way to increase exposure to code-related literacy skills and circumnavigate possible problems of coercion and adult control. Implications for literacy learning in play-based settings are discussed.

Keywordsearly literacy; learning through play; interest; utility value; parental involvement; home literacy environment
Year2021
JournalInternational Journal of Early Years Education
Journal citation29 (1), pp. 6-24
PublisherRoutledge
ISSN0966-9760
Digital Object Identifier (DOI)https://doi.org/10.1080/09669760.2020.1779668
Scopus EID2-s2.0-85087120313
Page range6-24
FunderMacquarie University
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online15 Jun 2020
Publication process dates
Accepted28 Apr 2020
Deposited02 Aug 2023
Grant ID30510008
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