Early Literacy Development: A First Grade Teacher's and Families' Experiences
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Date
2018-05-17
Type of Work
Department
Doctoral Studies in Literacy
Program
Doctor of Education (Ed.D.) Contemporary Curriculum Theory and Instruction: Literacy
Citation of Original Publication
Rights
Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
Emergent literacy values early literacy development through social interaction and experience from birth until a child reaches the developmental level at which time they are reading (Teale, 1986; Tracey & Morrow, 2012). Hence, early literacy development occurs in environments other than schools such as homes and communities. Building relationships with both families and teachers is essential in providing a well-rounded education. Epstein (2011) states “with the lack of partnerships, educators segment students into the school child and the home child, ignoring the whole child” (p. 5). To better understand the teacher and families’ experiences regarding first graders’ early literacy development using a socio-cultural lens, the primary question that guided this case study was: What is an early childhood teacher’s and families' experiences with first graders' home and school literacies practices? With multiple data sources, I gained insight on the significance of an early childhood teacher and families and their involvement in a first grader’s early literacy development. The findings of the study showed a disconnect between the first grade teacher’s theoretical belief and instructional practices. Regarding the families, the data revealed families’ various engaging and meaningful multiliteracies events occurring within the home environment. However, the communication between the teacher and the families was one sided and focused more on school literacies. The teacher and families were not collaborating effectively to form a partnership.