A play foundation for family literacy |
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| Affiliation: | 11. Department of Curriculum and Instruction, University of Maryland, College of Education, College Park, MD 20742-1175, USA;12. Department of Curriculum and Instruction, University of Illinois, 1310 S. 6th Street, Champaign, IL 61820, USA;1. Chemessentia Srl, Novara 28100, Italy;2. Dipartimento di Scienze del Farmaco, Università del Piemonte Orientale, Novara 28100, Italy;3. Dipartimento di Scienza e Alta Tecnologia, Università dell''Insubria, Como 22100, Italy;1. Área de Edafología y Química Agrícola, Facultad de Química, Universidad de Sevilla, C/P. García González nº1, E-41012, Seville, Spain;2. Área de Nutrición y Bromatología, Facultad de Farmacia, Universidad de Sevilla, C/P. García González nº2, E-41012, Seville, Spain;3. Instituto de Recursos Naturales y Agrobiología de Sevilla (IRNAS), CSIC, Avda. de Reina Mercedes 10, P.O. Box 1052, E-41080, Seville, Spain;1. Temple University, United States;2. University of Southern California, United States;3. University of California, Irvine, United States |
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| Abstract: | This study was designed to determine the potential effects of a family literacy intervention program. The treatment was a five-month intervention with 15 families as they engaged in playful explorations with literacy materials, first in workshops and later in their homes. The program was designed to help families enhance the play context at home to offer children many opportunities to explore literacy-related objects through social interaction. Their selection of literacy-play materials encouraged family–child interactions through reading and through playfully using concrete literacy objects from the home environment. Strategies and activities offered to parents were those that would integrate play and literacy. Parents demonstrated the strategies and activities they learned in the workshops and used in their homes. |
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