Week 2

Why?

This week’s focus is on children’s literacy and numeracy experiences at home and how parents support their children’s learning. This focus was chosen because of the discussions in the workshop around the roles and responsibilities of both educators and families when it comes to providing and supporting children’s literacy and numeracy experiences. The purpose of this focus is to develop understanding and knowledge on the roles families’ play in children’s learning and the importance of parents providing literacy and numeracy experiences. 

What?

Skwarchuk’s journal article ‘How do parents support preschoolers’ numeracy learning experiences at home’ was a study and discussion paper, on the types of early numeracy experiences parents provide for their young children. The article defined Numeracy as  “a proficiency, which is developed mainly in mathematics … more than a basic ability to do arithmetic. It involves developing confidence and competence with numbers” (Skwarchuck, 2009, p. 192). The article discussed the importance for children to have numeracy experiences at home, which are facilitated and supported by parents. There was also growing research to suggest that numeracy scores were predicted by the amount and types of numeracy experiences children were exposed to at home and in preschool. The researched showed the importance of young children’s exposure to numeracy experiences.

Similarly to numeracy the types of literacy environments created by parents are believed to play an important role in the development of children’s reading and language skills. Evidence showed that pre-schooler’s who were read to more often and participated in independent reading activities at home were better readers by grade two compared to those who had fewer literacy experiences.  The article noted that children do not develop print concepts purely from being read to. To enhance children’s emergent literacy development they must be exposed a range of literacy experiences and have opportunities for shared reading practices. “ Understanding home experiences and parents’ perspectives on literacy are important prerequisites to building connections between home and school, especially when the cultures are dissimilar (Baker, Sonnenschein, Serpell & Scher, 1996, p. 72).

Now what?

I think it is important that educators and families form a working relationship so they can actively support children’s learning. I believe parents play an important role in supporting and providing literacy and numeracy experiences for children, and educators must work with parents to help them do this. It is important that educators have conversations with parents about their child’s literacy and numeracy experiences at preschool. These conversations should discuss how the parents could continue to build upon these experiences at home, and support their child’s literacy and numeracy development through providing examples and experiences in everyday life.

References

Baker, L., Sonnenschein, S., Serpell, R., Scher, D. (1996). Early literacy at home: Children's experiences and parents' perspectives. The Reading Teacher, 50(1), 70.

Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54(2), 65-75.

Skwarchuk, S. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189 -197.