الكاتب/ة الباحث/ة
Dr Fathi Ihmeideh
الناشر/المؤسسة
by Canadian Center of Science and Education
تاريخ الإصدار
2017
الدولة
قطر
The importance of the role of the family in the development of children’s early literacy has been widely
recognized. Therefore, schools have frequently attempted to establish programs that help families promote their
children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family
literacy programs in which they got involved. It also examined practices used by teachers and parents to promote
children’s literacy learning as well as to support the role of the family in the development of literacy. The sample
included all teachers and parents who participated in the family literacy programs in two independent preschool
settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover,
interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’
perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong
positive correlation was found between parents’ perceptions of family literacy programs and their practices,
while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications
for expanding family literacy programs are described.