Research Article
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Year 2022, Volume: 11 Issue: 2, 461 - 475, 31.12.2022
https://doi.org/10.55020/iojpe.1186097

Abstract

References

  • Akın, F., & Aslan, N. (2021). COVID-19 pandemisinde okul öncesi dönemdeki öğrencilerin uzaktan eğitimi: Bir eylem araştirmasi [Distance education of pre-school students during the COVID-19 pandemic: An action research]. Cres Journal, 2(1), 8-17.
  • Alston-Abel, N. L., & Berninger, V. W. (2018). Relationships between home literacy practices and school achievement: Implications for consultation and home–school collaboration. Journal of Educational and Psychological Consultation, 28(2), 164-189.
  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S., & Yıldırım, E. (2012). SPSS applied research methods in social sciences (7th edition). İstanbul: Sakarya Publishing.
  • Arslan, K., Görgülü Arı, A., & Hayır Kanat M. (2021). Views of the parents on the distance education process given in the covıd-19 pandemic. Ulakbilge Journal of Social Sciences, 57, 192-206. https://doi.org/10.7816/ulakbilge-09-57-03
  • Aryanti, A., Warsini, S., & Haryanti, F. (2018). Relationship between quality-of-care young mothers and socio-emotional development in preschool children. Belitung Nursing Journal, 4(1), 31-38. https://doi.org/10.33546/bnj.344
  • Benner, A. D., & Mistry, R. S. (2020). Child development during the COVID‐19 pandemic through a life course theory lens. Child Development Perspectives, 14(4), 236-243.
  • Beaty, J. (2000). Skills for preschool teachers. Upper Saddle River, N.J.: Merrill.
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408-426.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. Scientific research methods (23. edition). Ankara: Pegem Akademy.
  • Cramér, H. (1946). A contribution to the theory of statistical estimation. Scandinavian Actuarial Journal, (1), 85-94.
  • Çelik, Ş., & Çak, E. (2021). The effect of the covid-19 pandemia process on the family. Gevher Nesibe Journal of Medical & Health Sciences, 6(11), 43-49.
  • Çermik, H. (2013). A scientist created in the picture that pre-service teachers have in their minds. Pamukkale University Journal of Education, 33(33), 139-153.
  • Çetin, M., & Kıral, B. (2021). Pandemic, parent, and child management. Internatıonal Journal of the Pursuit of Excellence in Social Sciences, 1(1), 30-44.
  • Daşçı Sönmez, E., & Cemaloğlu, N. (2021). Transition to homeschooling during schooling process. İnsan &İnsan Journal of Science, 8(27), 63-82.
  • Dearing, E., & Zachrisson, H. D. (2019). Taking selection seriously in correlational studies of child development: A call for sensitivity analyses. Child Development Perspectives, 13(4), 267-273.
  • Duban, N., & Şen, F. G. (2020). Pre-Service classroom teachers' opinions regarding the COVID-19 pandemic process. Electronic Turkish Studies, 15(4), 357-376.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
  • Gialloa, R., Treyvaud, K., Cooklina, A. & Wadea, C. (2013). Mothers’ and fathers’ involvement in home activities with their children: psychosocial factors and the role of parental self-efficacy. Early Child Development and Care, 183, 3(4), 343-359.
  • Gül, G. (2007). Role of family involvement literacy process. Ankara University Faculty of Educational Sciences Journal of Special Education, 8(1), 17-33.
  • Gümüşgül, O., & Aydoğan, R. (2020). Recreational games to be played at free time period staying home due to novel coronavirus-covid 19. Journal of Sports Education, 4(1), 107-14.
  • Gürlevik, G. (2006). Teacher and student views on homework in secondary Mathematics lessons: The case of Çankaya, Ankara (Unpublished master's thesis). Gazi University, Ankara.
  • Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127(1), 233-243.
  • Haşıloğlu, M., Durak, S., & Arslan, A. (2020). Evaluation of the teacher, student and parents from the perspective of sciences advisory teachers during covid-19 distance education process. International Journal of Education Science and Technology, 6(3), 214-239.
  • Hindman, A. H., & Morrison, F. J. (2012). Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample. Merrill-Palmer Quarterly (1982), 191-223.
  • Holter, I. M., & Schwartz‐ Barcott, D. (1993). Action research: what is it? How has it been used and how can it be used in nursing? Journal of Advanced Nursing, 18(2), 298-304.
  • Jager, J., Putnick, D. L., & Bornstein, M. H. (2017). II. More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the Society for Research in Child Development, 82(2), 13-30.
  • Karagöz, Y. (2018). SPSS and AMOS applied scientific research methods. Ankara: Nobel Academic Publishing.
  • Kaya, A. (2008). Constructive learning approach with implementing class teachers field teachers who do not apply this approach comparison of classroom management approaches (Gaziantep Province Example) (Unpublished doctoral thesis). İnönü University, Social Sciences Institute.
  • Kılıç, Ç. (2010). Family education programs and examples from Turkey. Bolu Abant Izzet Baysal University, 1081, 99-111.
  • López-Escribano, C., Escudero, A., & Pérez-López, R. (2021). An exploratory study about patterns of parental home literacy activities during the COVID-19 confinement among Spanish families. Early Education and Development, 32(6), 812 829.
  • Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ optained on 17.09.2022 from
  • Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7-26.
  • Öcal, S. (2009). The role of parents and teachers on existing attitudes of 4th and 5th grade students towards homework (Unpublished master's thesis). Mustafa Kemal University, Hatay.
  • Özaslan, G. (2016). Action research. S. J. Zepeda (Ed.), Instructional supervision implementation tools and concepts (p. 261). Ankara: Pegem Akademy.
  • Özdoğru, M. (2021). Changing parent roles in the COVID-19 Process. International Journal of Contemporary Educational Studies (IntJCES), 7(1), 35-50.
  • Phillips, B. M., & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading, 13(2), 146-174.
  • Puranik, C. S., Phillips, B. M., Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and preschool children’s emergent writing skills: An initial investigation. Early Childhood Research Quarterly, 42, 228-238.
  • Saran, S. (2020). Technology: Digital Epiphany? COVID-19 and Our Tech Futures. In Insight Report Challenges and Opportunities in the Post-COVID-19 World (p. 24–27). https://www3.weforum.org/docs/WEF_Challenges_and_Opportunities_Post_COVID_19.pdf obtained on 11.09.2022 from.
  • Sarı, T., & Nayır, F. (2020). Education in the pandemic period: Challenges and opportunities. Turkish Studies, 15(4), 959-975.
  • Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic optained on 08.07.2022 from.
  • Sénéchal, M., LeFevre, J. A., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88(3), 520–536. https://doi.org/10.1037/0022-0663.88.3.520
  • Sonnenschein, S., Stites, M. & Ross, A. (2021). Home learning environments for young children in the US during COVID-19. Early Education and Development, 32(6), 794-811.
  • TEDMEM (2020). Education in the COVID-19 process: Distance learning, problems and solutions (TEDMEM Analysis Series 7). Ankara: Turkish Education Association Publications.
  • Tezcan, Ö., Sefer, A., & Baysal, Z. (2016). Action Research in Educational Studies. Kocaeli University Journal of Social Sciences (KOSBED), 32, 133-148.
  • Topçu, Z. (2012). The effect of pre-school education on school adjustment and Turkish language skills of primary school first grade students (Master’s thesis). Hacettepe University, Ankara.
  • UNESCO (United Nations Educational, Scientific and Cultural Organization). (2020). 10 Suggestions for planning distance learning solutions. http://www.unesco.org.tr/Home/AnnouncementDetail/1453 optained on 12.11.2022 from.
  • Üstündağ, A. (2021). Assessing of parents' distance learning experiences during pandemic. Journal of Ahi Evran University Institute of Social Sciences, 7(2), 572-589.
  • Van Vechten, D. (2013). Impact of home literacy environments on students from low socioeconomic status backgrounds (Master’s thesis). St. John Fisher College, School of Arts and Sciences: New York.
  • Verhoven, L. (2002). Precursors of functional literacy. London: John Benjamins Publications.
  • Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. MDRC.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3-4), 357-378.
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.

IMPROVING HOME LITERACY SKILLS OF PARENTS DURING THE COVID-19 PANDEMIC

Year 2022, Volume: 11 Issue: 2, 461 - 475, 31.12.2022
https://doi.org/10.55020/iojpe.1186097

Abstract

The first years of human life are critical in all developmental areas. In these years, shared family experiences, social interaction, and safe, responsive, and nurturing environments provided to a child constitute the determining factor in their future life. The home environment is considered to be a place where the foundations of language and literacy skills are stimulated for many children. The COVID-19 pandemic, which affected the whole world, has caused non-formal education to be carried out remotely and via digital tools to an unprecedented extent. This situation has necessitated parents to be more aware of the possibilities of the home environment and its impact on children and to better understand the importance of taking responsibility. However, very few scholars in this pandemic situation have pointed out how language and literacy opportunities can be offered in the home environment, which is the first place of education for children. Therefore, this study aims to increase parents' home literacy skills and attitudes in order to develop opportunities and resources for children's participation in literacy-related interactions. Over a semester, 11 preschool and 12 first-year elementary school parents participated in this action research from Buca district of Izmir province in Turkey. Before implementing the action plans, parental attitudes towards home literacy competencies were assessed using a semi-structured survey prepared by the researchers. After the action plan, the parents’ developmental status and attitudes towards home literacy were again evaluated with a semi-structured survey, and all data were analyzed using descriptive, percentage, frequency, and Cramer V analysis methods. According to the results, the action plan steps had a positive impact on raising awareness of the home literacy environment, building language and literacy activities, and supporting extension skills in essential language development (listening/watching, speaking, reading, and writing). 

References

  • Akın, F., & Aslan, N. (2021). COVID-19 pandemisinde okul öncesi dönemdeki öğrencilerin uzaktan eğitimi: Bir eylem araştirmasi [Distance education of pre-school students during the COVID-19 pandemic: An action research]. Cres Journal, 2(1), 8-17.
  • Alston-Abel, N. L., & Berninger, V. W. (2018). Relationships between home literacy practices and school achievement: Implications for consultation and home–school collaboration. Journal of Educational and Psychological Consultation, 28(2), 164-189.
  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S., & Yıldırım, E. (2012). SPSS applied research methods in social sciences (7th edition). İstanbul: Sakarya Publishing.
  • Arslan, K., Görgülü Arı, A., & Hayır Kanat M. (2021). Views of the parents on the distance education process given in the covıd-19 pandemic. Ulakbilge Journal of Social Sciences, 57, 192-206. https://doi.org/10.7816/ulakbilge-09-57-03
  • Aryanti, A., Warsini, S., & Haryanti, F. (2018). Relationship between quality-of-care young mothers and socio-emotional development in preschool children. Belitung Nursing Journal, 4(1), 31-38. https://doi.org/10.33546/bnj.344
  • Benner, A. D., & Mistry, R. S. (2020). Child development during the COVID‐19 pandemic through a life course theory lens. Child Development Perspectives, 14(4), 236-243.
  • Beaty, J. (2000). Skills for preschool teachers. Upper Saddle River, N.J.: Merrill.
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408-426.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. Scientific research methods (23. edition). Ankara: Pegem Akademy.
  • Cramér, H. (1946). A contribution to the theory of statistical estimation. Scandinavian Actuarial Journal, (1), 85-94.
  • Çelik, Ş., & Çak, E. (2021). The effect of the covid-19 pandemia process on the family. Gevher Nesibe Journal of Medical & Health Sciences, 6(11), 43-49.
  • Çermik, H. (2013). A scientist created in the picture that pre-service teachers have in their minds. Pamukkale University Journal of Education, 33(33), 139-153.
  • Çetin, M., & Kıral, B. (2021). Pandemic, parent, and child management. Internatıonal Journal of the Pursuit of Excellence in Social Sciences, 1(1), 30-44.
  • Daşçı Sönmez, E., & Cemaloğlu, N. (2021). Transition to homeschooling during schooling process. İnsan &İnsan Journal of Science, 8(27), 63-82.
  • Dearing, E., & Zachrisson, H. D. (2019). Taking selection seriously in correlational studies of child development: A call for sensitivity analyses. Child Development Perspectives, 13(4), 267-273.
  • Duban, N., & Şen, F. G. (2020). Pre-Service classroom teachers' opinions regarding the COVID-19 pandemic process. Electronic Turkish Studies, 15(4), 357-376.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
  • Gialloa, R., Treyvaud, K., Cooklina, A. & Wadea, C. (2013). Mothers’ and fathers’ involvement in home activities with their children: psychosocial factors and the role of parental self-efficacy. Early Child Development and Care, 183, 3(4), 343-359.
  • Gül, G. (2007). Role of family involvement literacy process. Ankara University Faculty of Educational Sciences Journal of Special Education, 8(1), 17-33.
  • Gümüşgül, O., & Aydoğan, R. (2020). Recreational games to be played at free time period staying home due to novel coronavirus-covid 19. Journal of Sports Education, 4(1), 107-14.
  • Gürlevik, G. (2006). Teacher and student views on homework in secondary Mathematics lessons: The case of Çankaya, Ankara (Unpublished master's thesis). Gazi University, Ankara.
  • Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127(1), 233-243.
  • Haşıloğlu, M., Durak, S., & Arslan, A. (2020). Evaluation of the teacher, student and parents from the perspective of sciences advisory teachers during covid-19 distance education process. International Journal of Education Science and Technology, 6(3), 214-239.
  • Hindman, A. H., & Morrison, F. J. (2012). Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample. Merrill-Palmer Quarterly (1982), 191-223.
  • Holter, I. M., & Schwartz‐ Barcott, D. (1993). Action research: what is it? How has it been used and how can it be used in nursing? Journal of Advanced Nursing, 18(2), 298-304.
  • Jager, J., Putnick, D. L., & Bornstein, M. H. (2017). II. More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the Society for Research in Child Development, 82(2), 13-30.
  • Karagöz, Y. (2018). SPSS and AMOS applied scientific research methods. Ankara: Nobel Academic Publishing.
  • Kaya, A. (2008). Constructive learning approach with implementing class teachers field teachers who do not apply this approach comparison of classroom management approaches (Gaziantep Province Example) (Unpublished doctoral thesis). İnönü University, Social Sciences Institute.
  • Kılıç, Ç. (2010). Family education programs and examples from Turkey. Bolu Abant Izzet Baysal University, 1081, 99-111.
  • López-Escribano, C., Escudero, A., & Pérez-López, R. (2021). An exploratory study about patterns of parental home literacy activities during the COVID-19 confinement among Spanish families. Early Education and Development, 32(6), 812 829.
  • Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ optained on 17.09.2022 from
  • Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7-26.
  • Öcal, S. (2009). The role of parents and teachers on existing attitudes of 4th and 5th grade students towards homework (Unpublished master's thesis). Mustafa Kemal University, Hatay.
  • Özaslan, G. (2016). Action research. S. J. Zepeda (Ed.), Instructional supervision implementation tools and concepts (p. 261). Ankara: Pegem Akademy.
  • Özdoğru, M. (2021). Changing parent roles in the COVID-19 Process. International Journal of Contemporary Educational Studies (IntJCES), 7(1), 35-50.
  • Phillips, B. M., & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading, 13(2), 146-174.
  • Puranik, C. S., Phillips, B. M., Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and preschool children’s emergent writing skills: An initial investigation. Early Childhood Research Quarterly, 42, 228-238.
  • Saran, S. (2020). Technology: Digital Epiphany? COVID-19 and Our Tech Futures. In Insight Report Challenges and Opportunities in the Post-COVID-19 World (p. 24–27). https://www3.weforum.org/docs/WEF_Challenges_and_Opportunities_Post_COVID_19.pdf obtained on 11.09.2022 from.
  • Sarı, T., & Nayır, F. (2020). Education in the pandemic period: Challenges and opportunities. Turkish Studies, 15(4), 959-975.
  • Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic optained on 08.07.2022 from.
  • Sénéchal, M., LeFevre, J. A., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88(3), 520–536. https://doi.org/10.1037/0022-0663.88.3.520
  • Sonnenschein, S., Stites, M. & Ross, A. (2021). Home learning environments for young children in the US during COVID-19. Early Education and Development, 32(6), 794-811.
  • TEDMEM (2020). Education in the COVID-19 process: Distance learning, problems and solutions (TEDMEM Analysis Series 7). Ankara: Turkish Education Association Publications.
  • Tezcan, Ö., Sefer, A., & Baysal, Z. (2016). Action Research in Educational Studies. Kocaeli University Journal of Social Sciences (KOSBED), 32, 133-148.
  • Topçu, Z. (2012). The effect of pre-school education on school adjustment and Turkish language skills of primary school first grade students (Master’s thesis). Hacettepe University, Ankara.
  • UNESCO (United Nations Educational, Scientific and Cultural Organization). (2020). 10 Suggestions for planning distance learning solutions. http://www.unesco.org.tr/Home/AnnouncementDetail/1453 optained on 12.11.2022 from.
  • Üstündağ, A. (2021). Assessing of parents' distance learning experiences during pandemic. Journal of Ahi Evran University Institute of Social Sciences, 7(2), 572-589.
  • Van Vechten, D. (2013). Impact of home literacy environments on students from low socioeconomic status backgrounds (Master’s thesis). St. John Fisher College, School of Arts and Sciences: New York.
  • Verhoven, L. (2002). Precursors of functional literacy. London: John Benjamins Publications.
  • Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. MDRC.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3-4), 357-378.
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
There are 52 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Tuncay Canbulat 0000-0001-6616-1948

Elif İlhan 0000-0002-5716-2743

Müge Olğun-baytaş 0000-0003-2781-9609

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 11 Issue: 2

Cite

APA Canbulat, T., İlhan, E., & Olğun-baytaş, M. (2022). IMPROVING HOME LITERACY SKILLS OF PARENTS DURING THE COVID-19 PANDEMIC. International Online Journal of Primary Education, 11(2), 461-475. https://doi.org/10.55020/iojpe.1186097

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