Early Childhood Literacy Experiences at Home in Relation to Family Socio-Economic Status (SES)
Fadillah Sandy, Lintang Muliawanti, Muhsiyana Nurul Aisyiyah
Available Online 17 December 2020.
- https://doi.org/10.2991/assehr.k.201215.037How to use a DOI?
- Early childhood, early literacy, family literacy, socio-economic status (SES)
- This study was conducted to explore how children at early age experience literacy activities with their parents at home. It is also interesting to see how early childhood literacy experiences are related to family socio-economic status (SES) as many studies found that SES is one of the significance factors that affects family literacy activities. The data was gathered through interviews involving 26 participants using yes/no questions and open-ended questions categorized into four indicators as adapted from the theory of early literacy experiences of Teale and Sulzby (1986) and Sénéchal (2012). It is reported that all the families participated in this study variously provide home literacy opportunities for their children. In terms of read aloud, formal reading, and formal writing activities, families with mid-income provide more assistances to their children compared to families with low and high income. However, in terms of parents’ literacy activities, all parents with high income come first.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Fadillah Sandy AU - Lintang Muliawanti AU - Muhsiyana Nurul Aisyiyah PY - 2020 DA - 2020/12/17 TI - Early Childhood Literacy Experiences at Home in Relation to Family Socio-Economic Status (SES) BT - Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020) PB - Atlantis Press SP - 240 EP - 245 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201215.037 DO - https://doi.org/10.2991/assehr.k.201215.037 ID - Sandy2020 ER -