Home Literacy Practices of Four Families

: A Case Study of 4-5-year-old Children's Literacy Experiences in Plateau State, Nigeria

Abstract

The thesis emerged from a multiple case study of the home literacy practices of four families that impacted 4-5-year-old children's literacy experiences in Jos South Area of Plateau State, Nigeria. Purposive and convenience sampling were employed to select the four children and their family members in two communities, giving 26 participants. Drawing on Awogbade, Oduolowu & Nsamenang's (2013)eco-cultural approach, the thesis investigated how everyday home practices influenced preschool-aged children's early literacy experiences across the four home settings. Multiple data collection methods included participant observation, informal conversations, follow-up interviews, photographs, and children's writings. Thematic analysis was employed, and analysed data were supported with excerpts, diagrams, pictures, and children's works. The study's findings revealed four key environments that underscored the participants' home literacy practices: language, religion, child-initiated activities, and family social network. A cross-case analysis of the environments' interplay with the 4-5-year olds literacy experiences was discussed in the context of existing academic literature and research. Findings indicated the children's multiliteracy experiences embraced: oral expressive and vocabulary development in their different mother-tongues and English, codeswitching, body-language, representations, singing, reciting and memorisation, writing, and print awareness. Family supportive networks included parent-child, siblings' interaction, grandmother-child, and community network, providing scaffoldings in everyday activities through instructing, questioning, explaining, reinforcing, guiding, initiating new words, and promoting the mother tongue culture. The implication is that funds of knowledge are worthwhile and demand an in-depth inquiry. Recommendations include the importance for early years' teachers to consider a cultural-sensitive approach of integrating children's everyday literacy experiences into literacy pedagogy for effecting a smooth transition from home to school. Also, local schools can partner with parents to initiate self-help intervention on storybooks in the language of the immediate community for children and parents. Further research collaboration on the impact of locally relevant resources on children's early literacy is imperative.

Date of Award	31 Aug 2021
Original language	English
Awarding Institution	University of Roehampton
Sponsors	TERTIARY EDUCATION TRUST FUND (TETFUND) NIGERIA
Supervisor	Fengling Tang (Director of Studies) & Sally Howe (Co-Supervisor)