Early Childhood Literacy Experiences at Home in Relation to Family Socio-Economic Status (SES)

DOI

10.2991/assehr.k.201215.037How to use a DOI?

Keywords

Early childhood, early literacy, family literacy, socio-economic status (SES)

Abstract

This study was conducted to explore how children at early age experience literacy activities with their parents at home. It is also interesting to see how early childhood literacy experiences are related to family socio-economic status (SES) as many studies found that SES is one of the significance factors that affects family literacy activities. The data was gathered through interviews involving 26 participants using yes/no questions and open-ended questions categorized into four indicators as adapted from the theory of early literacy experiences of Teale and Sulzby (1986) and Sénéchal (2012). It is reported that all the families participated in this study variously provide home literacy opportunities for their children. In terms of read aloud, formal reading, and formal writing activities, families with mid-income provide more assistances to their children compared to families with low and high income. However, in terms of parents’ literacy activities, all parents with high income come first.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fadillah Sandy
AU  - Lintang Muliawanti
AU  - Muhsiyana Nurul Aisyiyah
PY  - 2020
DA  - 2020/12/17
TI  - Early Childhood Literacy Experiences at Home in Relation to Family Socio-Economic Status (SES)
BT  - Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020)
PB  - Atlantis Press
SP  - 240
EP  - 245
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201215.037
DO  - 10.2991/assehr.k.201215.037
ID  - Sandy2020
ER  -