A Socio-Cultural Conception of Literacy Practices in African American Families

Scott, Kristin M.; Brown, Jeff rey M.; Jean-Baptiste, Esther; Barbarin, Oscar A.

doi:10.4324/9780203841495.ch16

Cited by 4 publications

(5 citation statements)

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“…Shared reading using racially affirming storybooks should involve literacy practices that validate children’s cultural ways of interacting and build on their cultural strengths. By considering children’s interpersonal context, this activity can identify how family structures, roles, and relationships influence Black children’s literacy development (Scott et al, 2012). Most Black families have strong kinship bonds and are oriented to high achievement (Hill, 2003).…”

Section: Shared Reading As a Social Context For Racial Literacymentioning

confidence: 99%

Promoting racial literacy in early childhood: Storybooks and conversations with young black children

Curenton

Harris

Rochester

et al. 2022

Child Dev Perspectives

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Racial literacy as defined by Stevenson (2014) is an important cultural resistance strategy (e.g., positive coping strategy) for Black children and youth because it gives them the skills needed to survive in a racist society. Stevenson’s work, along with the work of several of his colleagues, focuses on adolescents and those in middle childhood, yet it has inspired us to postulate how racial literacy might be fostered in young children (ages 3–8). In this article, we propose a theoretical model for how racial literary can be fostered within shared‐reading contexts using racially affirming storybooks coupled with conversations grounded in the principles of ethnic‐racial socialization. We also propose that these conversations result in both a direct influence on racial literacy and an indirect influence via positive ethnic‐racial identity and emotion regulation and understanding.

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Section: Shared Reading As a Social Context For Racial Literacymentioning

confidence: 99%

Promoting racial literacy in early childhood: Storybooks and conversations with young black children

Curenton

Harris

Rochester

et al. 2022

Child Dev Perspectives

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“…En general, se observa una visión didáctica de la lectura y la escritura (skilled-based literacy beliefs), centrada en la enseñanza explícita del código, con una menor presencia o ausencia de prácticas situadas de literacidad. Este estudio confirma hallazgos previos sobre la relación que se observa entre el origen socioeconómico de la familia y sus prácticas de literacidad (Förster y Rojas-Barahona, 2014;Scott et al, 2012). Es más, las actividades asociadas a la alfabetización inicial contemplan, mayoritariamente, ejercicios memorísticos que resultan poco significativos para los niños.…”

Section: Conclusionesunclassified

Creencias y prácticas parentales en torno al desarrollo de la alfabetización emergente

Muñoz

Frez-Aróstica

2021

REDIE

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El presente estudio describe las creencias y prácticas familiares en torno a la literacidad inicial en hogares de contextos vulnerables. Participaron 79 familias de niños entre 1.5 y 5 años de edad de seis establecimientos en dos regiones del sur de Chile. Los participantes respondieron un cuestionario destinado a explorar las creencias y prácticas familiares relacionadas con la alfabetización emergente. Los resultados evidencian una alta exposición a la televisión en el tiempo libre, así como la utilización del lenguaje como regulador de la conducta. Respecto a sus prácticas vinculadas a la lectura, la mayoría de los encuestados declara enseñar explícita y sistemáticamente las letras a sus hijos, en cambio, la mayoría afirma no leer por gusto. Los resultados apoyan la idea de trabajar en red con las familias y desarrollar prácticas parentales que favorezcan la literacidad infantil en el hogar de forma temprana.

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“…Where multicultural and multilingual diversity is evident, such diversity can be used as a program resource. This is important, since, for programs to engage parents and support them in scaffolding their children’s language development, cultural relevancy must be taken into account, and communication norms and practices need to be recognized and valued as tools for learning (Faircloth & Thompson, 2012; Scott et al, 2012).…”

Section: Introduction and Purpose Of The Studymentioning

confidence: 99%

Family-Focused Early Learning Programing: Access, Opportunities, and Issues in one Canadian Context

Doyle

2021

Sage Open

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Family-focused early learning programs aim to assist parents in supporting their young children language and literacy development. This study examined program access and learning opportunities for diverse families across a wide range of community-based settings in one eastern Canadian province. As well, the study examined practitioners’ perspectives on issues related to program development and implementation. Primarily through surveys, practitioners provided data on more half of all community-based programs in the province. The findings of the study showed that most programs offered a form of parent and child focused drop-in play as the core of their programing. Few programs offered a more formalized parent-facilitator learning component as is sometimes found in other jurisdictions. The issues and challenges in programing identified by practitioners included attracting participants, maintaining funding and expanding program activities, and staff training to expand and enhance programing to meet the needs of families. These issues are discussed in light of current public policy and practice.

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A Socio-Cultural Conception of Literacy Practices in African American Families

Cited by 4 publications

References 0 publications

Promoting racial literacy in early childhood: Storybooks and conversations with young black children

Promoting racial literacy in early childhood: Storybooks and conversations with young black children

Creencias y prácticas parentales en torno al desarrollo de la alfabetización emergente

Family-Focused Early Learning Programing: Access, Opportunities, and Issues in one Canadian Context

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