Literacy Practices of Children’s Mothers in Early Childhood Education

Abstract

Purpose: to analyze and to understand the similarities and differences in literacy practices of children’s mothers in Early Childhood Education in both public and private schools, as well as the importance of the mother’s role in her child’s reading/writing. Method: We conducted a semi-structured interview about the literacy practices of five mothers of kids in early childhood education in public schools and five mothers of kids in early childhood education in private schools, and their approach to reading/writing. All data collected were categorized using Content Analysis, and the data obtained from public and private schools were compared. Results: Based on this analysis, it was found that all mothers interviewed place a high value on reading/writing, and are willing to encourage their children to practice these skills. On the other hand, some respondents mentioned the lack of reading and writing incentives and placed responsibility for these practices on the school, which supposedly acts as a catalyst in raising children’s interest in such practices. Conclusion: it is noteworthy that all interviewees recognized the importance of reading and writing to people’s lives, and considered them essential to the literate world, as well as a factor that influences social mobility and that plays an important role in social relations. The results can be used as indicators for new research projects and may be useful in providing assistance in Speech Language Pathology and Audiology to educational institutions.