Family Literacy
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- Words: 2,104
- Pages: 10
Checklist 1. Obtain permission Date Due:10/8/18 2 hard copies: One to the guardian(s)/parent(s), one to Dr. Arquette.
When you meet with the parent(s), explain why you are doing this project and have them sign the permission form. Do not show them your assignment, as it may lead them to try to answer questions a certain way, or act differently than they normally would.
2. Parent Interview
Date done: 10/27/18
3. Assessment of print availability/quality done:
4. Observations of at least 2 family literacy activities
Date 10/27/18
#1 Date done: 10/27/18
#2 Date done: 10/31/18
5. Evidence of visits
6. Report and completed study
Date done: 10/31/18
Date Due: 11/20/18 Report Word Count 803
Family Background Lina is a four-year-old girl who is currently attending preschool. Lina lives with her mom and two dog pets. Lina's mom is a single parent, therefore, spends time at different households throughout the week. She spends the day with her dad every other day and comes back home to sleep at her moms’ house. She also spends time at the grandmother's' house when the mother needs to go to work or school.
Parent Interview After conducting the family interview I was able to learn more about the family's literacy practice. First, I found out that the mothers' literacy encounters occur mostly through some type of electronic. She usually reads or writes text messages, emails, reads articles, and other material online. Although most of the interactions with literacy are done online she does reads children's books to her daughter occasionally. I was also able to find out that they have never been to the library and therefore they don't own a library card. Despite the fact that they have not visited a library the child owns about 20 children's books which she reads with her mother, father, and grandmother. Lina has been read to ever since she was about 6 months old. The mother usually reads to her before bedtime. She also spends a lot of time drawing on various notebooks and notepads. Lina just started preschool and works on her homework in her room with her mothers or fathers help. Lina has also been exposed to using a computer and other digital devices where she watches educational videos on youtube and uses other educational websites such as ABC mouse. When she watches videos or cartoons
on youtube she watches them by herself. Although she has access to the computer she is only allowed to use it for a couple of hours and the computer is kept in her mothers room.
Use of print and literacy-related items: availability and quality As I explored the house for availability and quality of print and literacy I came across quotes on the walls, electronics such as tv, game system, video games, and environmental print such as food labels. Although I didn't find much in the house itself when I explored the child's bedroom I came across some interesting evidence of literacy and print. In the room, I encountered children's books, workbooks, writing utensils, games, notepads, notebooks, a newspaper article, and posters. According to Morrow (p. 434), writing materials should be made available for children at home. This includes providing paper of various types, all kinds of writing utensils, computers, and websites. During my exploration, through the house and child's room, I was able to find a lot of the materials that promote literacy and print skills. What impressed me the most was that the mother kept a pile of the child's drawings and worksheets where she annotated what the child told her she had drawn or what was going on in a drawing. As mentioned by Morrow (p. 419), all children need families that talk to them, read to them, provide experiences that build their vocabularies and are aware of the important role they play in helping their children to read. Through this evidence, I was able to notice that the child and the mother have conversations that assist her literacy skills and that the
mother understands that the child's authentic work has meaning and she records this on the child's work.
Family Interaction Based on my observations with the family I was able to notice that the mother has some meaningful conversations with he child. My first observation consisted of them talking about having a pet platypus because the child loves platypuses. Through this conversation, I was able to notice how the mother uses facts about platypuses to explain to the child that it would be difficult to have a pet platypus. As mentioned by Morrow (p.423), parents that talk to their children a great deal build a habit that fosters the child's vocabulary. On my second observation, I was able to observe more interactions and conversations between the mother and the child. This time my observation took place during an outing where they went trick-or-treating. Here I was able to observe the mother and the child talking about costumes the child recognized. Here I was able to notice that the mother was engaged in verbal interactions with the child where she answered questions and provided information that further continued the conversation about the child's interests. As Morrow mentions, (p.423), outings foster literacy growth if they are accompanied by oral language and positive social interactions. The trip should not only broaden a child's experience but also allows verbal interaction before, during and after the trip where the child is provided with background information, questions are answered, information is offered, and discussions take place.
Strengths: This family has shown strengths in communication during conversations where the mother provides positive social interactions and feedback to the child's questions or comments. As mentioned by Morrow (p. 423), language provides an opportunity for developing responsiveness. Responsive adults answer questions and initiate activities that promote literacy. The mother also helps the child with her literacy skills by keeping a record of the child's work and taking dictation of the child's explanations to her work. As explained by Morrow (p. 419), examples of family literacy include using drawings or writing to share ideas, keeping records, following written dictations, or sharing stories and ideas through conversation, reading, and writing.
Suggestions: The mother mentioned that when the child watches videos on youtube or cartoons she watches these on her own. As Morrow suggests (p. 434), watch some programs with your children while posing questions, raising critical issues, and changing passive viewing to responsive interaction. The mother also mentioned during the interview that they have never been to the library. As suggested by Morrow, (p.423), families members who provide rich literacy environments provide varied experiences for their children, they take them to libraries and bookstores.
Notes: Parent interview 1. How do you use reading in your own life? (follow up: what do you read… books? Kindle? Access the internet through… computer? Phone? Tablet/ iPad?) I read to my daughter, I read emails, text messages, and articles online. 2. How do you use writing in your own life? (writing can include lists, emails, texts etc.) I write text messages, through social media, and emails. 3. How many books do you think you own? (not children’s books) About 5. 4. How often do you go to the library with your child/children? Never. 5. Does your child/children have a have a library card? No. 6. Do you read to your child/children? If yes: How old was your child when you began to read to her/him? When do you typically read to your child during the day? What do you read? Yes, I do read for my daughter. I started reading to her when she was about 6 months old. I typically read to her at night for a bedtime story. 7. How many books do you think your child/children own? I think my daughter own about 20 books total divided in three different households (my house, dad's house, grandma's house). 8. Does your child/children write at home? If yes, what types of writing? Yes, she draws a lot! She draws people, animals, shapes, etc. 9. Where does your child write? She writes on her notebooks and other notepads. 10. Where does your child do homework? (if applicable)
She works on her homework at her room. She completes her homework with help from me or her dad. 11. Does your child use a computer at home? If yes, how often (times a week, length of time per session) Yes, every other day for about one hour on her own. 12. What does your child use the computer for? She uses the computer to go on youtube and watch videos and she also uses educational websites such as ABC mouse. 13. Where is the computer the child/children use? I keep the computer in my room. 14. What TV shows do you regularly watch? We don’t watch TV. 15. What shows does your child watch regularly? Youtube videos and cartoons and kids youtube. 16. What TV shows do your child/children regularly watch with you? She watches them by herself. 17. How many children’s videos/DVDs/downloaded movies or shows do you own? Many, lots! 18. Do you rent videos/ DVDs or download programs for your child? How often? We download videos and apps very often so that she can work on learning her numbers and shapes. 19. Is there a TV in your in your child’s/ children’s room(s)? No. 20. How about other electronic devices, such as gaming device, iPads or phone? How often does your child use these? We own an iPad, a smartphone, and a video game system. She doesn't use these devices often. 21. Does your child own a smartphone? Yes, but it's just the phone with no service.
22. In total, how much screen time do you think your child has each day? (i.e., using electronic devices for anything: games, iPad, computer, phone, TV etc.) She has about 2 hours max of screen time.
Assessment of print availability and quality Living room ● TV ● Game system ● Video games (about 20) ● Quotes on the walls Environmental print ● Cereal boxes ● Other food labels Childs room ● Children's books ● Workbooks ● Crayon box ● Pencils ● Crayons ● Coloring books ● Matching games ● Drawing pads ● Planner ● Newspaper article with her picture on it. ● Quotes on the wall ● Picture frame with her name on it ● Letter B worksheet done by the child ( on a frame hanging on the wall) ● Notebook ● A stack of drawings done by the child and annotated by the parent with what the child dictated. ● Poster with words
Two literacy activity observations
Observation #1 10-27-2018 4:20-4:30 pm A conversation between mom and child about a platypus Child: I love platypuses (hugs her stuffed platypus) Child: I wish I had a platypus pet Mom: I don't think that could be possible a platypus needs to stay in the water and its big. I think it would need to be in our bathtub but we can't have a pet in our bathtub. Child: But my toy platypus is small and fluffy and its pink! Mom: Yes! But a real platypus is different, they are brown and long. Remember we saw them at the zoo. Child: but platypuses are so cute! I just love them so much mommy. Child: I do remember, but I want a platypus pet in my bathtub. Please mommy can we look at how cute they look ( hugging her stuffed platypus) Mom: Well I think your pink platypus can be your pet platypus for now ok baby. Observation #2 10-31-18 6:30-6:45 pm Outing with child and mom on Halloween (trick-or-treating) Child: Look mommy a shopkins girl! Mom: Oh yes that your favorite right? Mom: Maybe next year you can be a shopkins doll. Child: Yes mommy! I really want to be a shopkins doll next year, I want to be the pink one and have pink hair. Mom: Yes baby we can get you that costume next year. Child: Okay mommy Child: Look! It's Princess Anna and Princess Elsa from frozen! I never saw them before. Mom: Yes! That’s them baby.
Child: Mom look at all the candy I have already. Can I have this sucker please mommy? Mom: Okay. You can only have one. Child: Okay mom I promise I will only have one. Mom: Okay (A few minutes later) Child: Mom! I'm tired! Mom: We are walking back to the car now. Child: My feet hurt! Mom: We are almost there Child: Mommy carry me! Mom: Let's keep walking we are almost there. Child: I can’t my feet really hurt. Mom: Ok come on
When you meet with the parent(s), explain why you are doing this project and have them sign the permission form. Do not show them your assignment, as it may lead them to try to answer questions a certain way, or act differently than they normally would.
2. Parent Interview
Date done: 10/27/18
3. Assessment of print availability/quality done:
4. Observations of at least 2 family literacy activities
Date 10/27/18
#1 Date done: 10/27/18
#2 Date done: 10/31/18
5. Evidence of visits
6. Report and completed study
Date done: 10/31/18
Date Due: 11/20/18 Report Word Count 803
Family Background Lina is a four-year-old girl who is currently attending preschool. Lina lives with her mom and two dog pets. Lina's mom is a single parent, therefore, spends time at different households throughout the week. She spends the day with her dad every other day and comes back home to sleep at her moms’ house. She also spends time at the grandmother's' house when the mother needs to go to work or school.
Parent Interview After conducting the family interview I was able to learn more about the family's literacy practice. First, I found out that the mothers' literacy encounters occur mostly through some type of electronic. She usually reads or writes text messages, emails, reads articles, and other material online. Although most of the interactions with literacy are done online she does reads children's books to her daughter occasionally. I was also able to find out that they have never been to the library and therefore they don't own a library card. Despite the fact that they have not visited a library the child owns about 20 children's books which she reads with her mother, father, and grandmother. Lina has been read to ever since she was about 6 months old. The mother usually reads to her before bedtime. She also spends a lot of time drawing on various notebooks and notepads. Lina just started preschool and works on her homework in her room with her mothers or fathers help. Lina has also been exposed to using a computer and other digital devices where she watches educational videos on youtube and uses other educational websites such as ABC mouse. When she watches videos or cartoons
on youtube she watches them by herself. Although she has access to the computer she is only allowed to use it for a couple of hours and the computer is kept in her mothers room.
Use of print and literacy-related items: availability and quality As I explored the house for availability and quality of print and literacy I came across quotes on the walls, electronics such as tv, game system, video games, and environmental print such as food labels. Although I didn't find much in the house itself when I explored the child's bedroom I came across some interesting evidence of literacy and print. In the room, I encountered children's books, workbooks, writing utensils, games, notepads, notebooks, a newspaper article, and posters. According to Morrow (p. 434), writing materials should be made available for children at home. This includes providing paper of various types, all kinds of writing utensils, computers, and websites. During my exploration, through the house and child's room, I was able to find a lot of the materials that promote literacy and print skills. What impressed me the most was that the mother kept a pile of the child's drawings and worksheets where she annotated what the child told her she had drawn or what was going on in a drawing. As mentioned by Morrow (p. 419), all children need families that talk to them, read to them, provide experiences that build their vocabularies and are aware of the important role they play in helping their children to read. Through this evidence, I was able to notice that the child and the mother have conversations that assist her literacy skills and that the
mother understands that the child's authentic work has meaning and she records this on the child's work.
Family Interaction Based on my observations with the family I was able to notice that the mother has some meaningful conversations with he child. My first observation consisted of them talking about having a pet platypus because the child loves platypuses. Through this conversation, I was able to notice how the mother uses facts about platypuses to explain to the child that it would be difficult to have a pet platypus. As mentioned by Morrow (p.423), parents that talk to their children a great deal build a habit that fosters the child's vocabulary. On my second observation, I was able to observe more interactions and conversations between the mother and the child. This time my observation took place during an outing where they went trick-or-treating. Here I was able to observe the mother and the child talking about costumes the child recognized. Here I was able to notice that the mother was engaged in verbal interactions with the child where she answered questions and provided information that further continued the conversation about the child's interests. As Morrow mentions, (p.423), outings foster literacy growth if they are accompanied by oral language and positive social interactions. The trip should not only broaden a child's experience but also allows verbal interaction before, during and after the trip where the child is provided with background information, questions are answered, information is offered, and discussions take place.
Strengths: This family has shown strengths in communication during conversations where the mother provides positive social interactions and feedback to the child's questions or comments. As mentioned by Morrow (p. 423), language provides an opportunity for developing responsiveness. Responsive adults answer questions and initiate activities that promote literacy. The mother also helps the child with her literacy skills by keeping a record of the child's work and taking dictation of the child's explanations to her work. As explained by Morrow (p. 419), examples of family literacy include using drawings or writing to share ideas, keeping records, following written dictations, or sharing stories and ideas through conversation, reading, and writing.
Suggestions: The mother mentioned that when the child watches videos on youtube or cartoons she watches these on her own. As Morrow suggests (p. 434), watch some programs with your children while posing questions, raising critical issues, and changing passive viewing to responsive interaction. The mother also mentioned during the interview that they have never been to the library. As suggested by Morrow, (p.423), families members who provide rich literacy environments provide varied experiences for their children, they take them to libraries and bookstores.
Notes: Parent interview 1. How do you use reading in your own life? (follow up: what do you read… books? Kindle? Access the internet through… computer? Phone? Tablet/ iPad?) I read to my daughter, I read emails, text messages, and articles online. 2. How do you use writing in your own life? (writing can include lists, emails, texts etc.) I write text messages, through social media, and emails. 3. How many books do you think you own? (not children’s books) About 5. 4. How often do you go to the library with your child/children? Never. 5. Does your child/children have a have a library card? No. 6. Do you read to your child/children? If yes: How old was your child when you began to read to her/him? When do you typically read to your child during the day? What do you read? Yes, I do read for my daughter. I started reading to her when she was about 6 months old. I typically read to her at night for a bedtime story. 7. How many books do you think your child/children own? I think my daughter own about 20 books total divided in three different households (my house, dad's house, grandma's house). 8. Does your child/children write at home? If yes, what types of writing? Yes, she draws a lot! She draws people, animals, shapes, etc. 9. Where does your child write? She writes on her notebooks and other notepads. 10. Where does your child do homework? (if applicable)
She works on her homework at her room. She completes her homework with help from me or her dad. 11. Does your child use a computer at home? If yes, how often (times a week, length of time per session) Yes, every other day for about one hour on her own. 12. What does your child use the computer for? She uses the computer to go on youtube and watch videos and she also uses educational websites such as ABC mouse. 13. Where is the computer the child/children use? I keep the computer in my room. 14. What TV shows do you regularly watch? We don’t watch TV. 15. What shows does your child watch regularly? Youtube videos and cartoons and kids youtube. 16. What TV shows do your child/children regularly watch with you? She watches them by herself. 17. How many children’s videos/DVDs/downloaded movies or shows do you own? Many, lots! 18. Do you rent videos/ DVDs or download programs for your child? How often? We download videos and apps very often so that she can work on learning her numbers and shapes. 19. Is there a TV in your in your child’s/ children’s room(s)? No. 20. How about other electronic devices, such as gaming device, iPads or phone? How often does your child use these? We own an iPad, a smartphone, and a video game system. She doesn't use these devices often. 21. Does your child own a smartphone? Yes, but it's just the phone with no service.
22. In total, how much screen time do you think your child has each day? (i.e., using electronic devices for anything: games, iPad, computer, phone, TV etc.) She has about 2 hours max of screen time.
Assessment of print availability and quality Living room ● TV ● Game system ● Video games (about 20) ● Quotes on the walls Environmental print ● Cereal boxes ● Other food labels Childs room ● Children's books ● Workbooks ● Crayon box ● Pencils ● Crayons ● Coloring books ● Matching games ● Drawing pads ● Planner ● Newspaper article with her picture on it. ● Quotes on the wall ● Picture frame with her name on it ● Letter B worksheet done by the child ( on a frame hanging on the wall) ● Notebook ● A stack of drawings done by the child and annotated by the parent with what the child dictated. ● Poster with words
Two literacy activity observations
Observation #1 10-27-2018 4:20-4:30 pm A conversation between mom and child about a platypus Child: I love platypuses (hugs her stuffed platypus) Child: I wish I had a platypus pet Mom: I don't think that could be possible a platypus needs to stay in the water and its big. I think it would need to be in our bathtub but we can't have a pet in our bathtub. Child: But my toy platypus is small and fluffy and its pink! Mom: Yes! But a real platypus is different, they are brown and long. Remember we saw them at the zoo. Child: but platypuses are so cute! I just love them so much mommy. Child: I do remember, but I want a platypus pet in my bathtub. Please mommy can we look at how cute they look ( hugging her stuffed platypus) Mom: Well I think your pink platypus can be your pet platypus for now ok baby. Observation #2 10-31-18 6:30-6:45 pm Outing with child and mom on Halloween (trick-or-treating) Child: Look mommy a shopkins girl! Mom: Oh yes that your favorite right? Mom: Maybe next year you can be a shopkins doll. Child: Yes mommy! I really want to be a shopkins doll next year, I want to be the pink one and have pink hair. Mom: Yes baby we can get you that costume next year. Child: Okay mommy Child: Look! It's Princess Anna and Princess Elsa from frozen! I never saw them before. Mom: Yes! That’s them baby.
Child: Mom look at all the candy I have already. Can I have this sucker please mommy? Mom: Okay. You can only have one. Child: Okay mom I promise I will only have one. Mom: Okay (A few minutes later) Child: Mom! I'm tired! Mom: We are walking back to the car now. Child: My feet hurt! Mom: We are almost there Child: Mommy carry me! Mom: Let's keep walking we are almost there. Child: I can’t my feet really hurt. Mom: Ok come on
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