Early Literacy in Informal Settings: Supporting Home Literacy Practices

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dc.contributor.author Morgan, L
dc.contributor.author Chodkiewicz, AK
dc.date.accessioned 2010-06-16T04:58:36Z
dc.date.issued 2009-01
dc.identifier.citation International Journal of Learning, 2009, 16 (7), pp. 263 - 273
dc.identifier.issn 1447-9494
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/11827
dc.description.abstract Early literacy is a key factor in a childâs development in the years before they start school. It often is used as one of the key indicators of a childâs early development, and as shown in various longitudinal studies, it affects the way children progress through school and their later life. As the evidence of the benefits of early intervention accumulates, there needs to be more recognition of the place of early literacy within early intervention strategies in disadvantaged communities. A significant proportion of children, living in disadvantaged communities, and outside the formal early childhood system (pre-school, long day care or occasional care), start school with little exposure to any significant level or range of early literacy practices. This paper reports on a qualitative study with Aboriginal and CALD mothers and carers in an inner city part of Sydney, who attended mothers groups or supported playgroups. Taking a socio-cultural approach the study explores the views of front-line community workers and the experiences of mothers and carers with early literacy in a range of informal community based settings and programs. The research has implications for the development of strategies to support the development of programs in informal settings and the development of strategies to engage and support parents and carers.
dc.publisher Common Ground Publishing
dc.title Early Literacy in Informal Settings: Supporting Home Literacy Practices
dc.type Journal Article
dc.parent International Journal of Learning
dc.journal.volume 7
dc.journal.volume 16
dc.journal.number 7 en_US
dc.publocation Melbourne, Australia en_US
dc.identifier.startpage 263 en_US
dc.identifier.endpage 273 en_US
dc.cauo.name FASS.Faculty of Arts and Social Sciences en_US
dc.conference Verified OK en_US
dc.for 1303 Specialist Studies In Education
dc.personcode 950810
dc.personcode 974833
dc.percentage 100 en_US
dc.classification.name Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Early literacy; disadvantaged communities en_US
dc.description.keywords Early literacy
dc.description.keywords Early literacy
dc.description.keywords Early literacy
dc.description.keywords disadvantaged communities
dc.description.keywords disadvantaged communities
dc.description.keywords disadvantaged communities
dc.description.keywords disadvantaged communities
dc.description.keywords Early literacy
dc.description.keywords Early literacy
dc.description.keywords disadvantaged communities
dc.description.keywords disadvantaged communities
dc.description.keywords Early literacy
dc.description.keywords disadvantaged communities
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change


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