HOW READY ARE FAMILIES TO THE EDUCATION SYSTEM WAITING FOR US IN THE FUTURE?

Year 2020, Volume: 9 Issue: 1, 35 - 44, 30.06.2020

Halil Kamışlı

Abstract

The importance of the family factor in the process of providing the child with literacy skills has been demonstrated by many studies. From this point of view, family literacy level emerges as an important factor in developing the literacy skills desired to be given to the child. This importance has increased even more due to the Corona (COVIT-19) virus pandemic, which is experienced all over the world. Because of the fact that educational institutions, including primary education level, have switched to distance education, the time period spent by students with families has increased. According to education experts education system will not be the same after the pandemic. If distance education is made permanent, how ready are families? It is important to take steps towards determining this situation and eliminating possible deficiencies. In addition to the duties of educators and those responsible for education to solve the current problems, there are also preparatory tasks for the expected educational models in the future. If these tendencies are not done correctly and preventions are not taken, great problems may arise in terms of education. In this study, the aim is to determine the family literacy levels of the students' parents who are enrolled in the primary school 1st grade level and to determine how ready they are for this process. This study was designed as a survey model that aims to evaluate family literacy skills in terms of various variables. The study group of the research consists of 460 parents who have children enrolled in the primary education institutions of the first year in the 2019-2020 academic years. Family Literacy Scale was used as data collection tool. In data analysis process, the t-test and ANOVA tests were used. In line with the research, the family literacy levels of the participants were found to be medium.

Keywords

Family literacy, distance education, early childhood, corona.

References

• Al-Maadadil, F., Ihmeideh, F., Al-Falasi, M., Coughlin, C., & Al-Thani, T. (2017). Family literacy programs in Qatar: Teachers’ and parents’ perceptions and practices. Journal of Educational and Developmental Psychology, 7(1), 283-296
• Altınkaynak, Ş. Ö, & Akman, B. (2016). The effects of family-based literacy preparation program on children’s literacy preparation skills. Education and Science, 41(186), 185-204.
• Anthony, K. V., & Burroughs, S. (2010). Making the transition from traditional to home schooling: Home school family motivations. Current Issues in Education, 13(4), 1-33.
• Barratt-Peacock, J. (2003). Australian home education: A model. Evaluation and Research in Education. 17(3), 101-111.
• Barratt-Pugh, C., & Allen, N. (2011). Making a difference: Findings from Better Beginnings a family literacy intervention programme. The Australian Library Journal, 60(3), 195-204.
• Basham, P., Merrifield, J., & Hepburn, C. R. (2007). Home schooling: From the extreme to the mainstream. 2nd Edition. Studies in Education Policy, pp. 1-24.
• Bayraktar, V., & Temel, F. (2014). The effect of the program of readiness education on the skills on reading-writing skills. Hacettepe University Journal of Education, 29(3), 08-22.
• Blok, H., & Karsten, S. (2011). Inspection of home education in European Countries. European Journal of Education, 40(1), 138-152.
• Bredekamp, S. (2015). Erken çocukluk eğitiminde etkili uygulamalar [Effective practices in early childhood education]. (2nd Edition). Trans. H. Z. İnan and T. İnan, p.343-345. Ankara: Nobel Publishing.
• Burgoyne, K., Gardner, R., Whiteley, H., Snowling, M. J., & Hulme, C. (2018). Evaluation of a parent‐delivered early language enrichment programme: Evidence from a randomised controlled trial. The Journal of Child Psychology and Psychiatry, 59(5), 545-555.
• Collom, E. (2005). The ins and outs of homeschooling: The determinants of parental motivations and student achievement. Education and Urban Society, 37(3), 307-335.
• Connor, C. M. D., & Craig, H. K. (2006). African American preschoolers' language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research, 49(4), 771-792.
• Cooper, B. S., & Surreau, J. (2007). The politics of homeschooling: New developments, new challenges. Education Policy, 21, 110-131.
• Copple, C., & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for Education of Young Children.
• Cunningham, P. M., Moore, S. A., Cunningham, J. W., & Moore, D. W. (1995). Reading and writing in elementary classrooms. Longman Publishers, USA.
• Çoşkun, L., & Deniz, Ü. (2019). Determining the effects of home-based educational activities on pre-literacy skills of 48-60 month olds. Journal of Gazi Educational Faculty, 39(2), 873-893
• Dexter, C., & Stacks, A. M. (2014). A preliminary investigation of the relationship between parenting, parent-child shared reading practices, and child development in low-income families. Journal of Research in Childhood Education, 28(3), 394-410.
• Doyle, A., & Zhang, J. (2011). Participation structure impacts on parent engagement in family literacy programs. Early Childhood Education Journal, 39(3), 223-233
• Eva, Y. H., Lau, H. L., & Nirmala, R. (2011). Parental involvement and children's readiness for school in China. Educational Research, 53(1), 95-113.
• Green, C. L., & Hoover-Dempsey, K. V. (2007). Why do parents homeschool? A systematic examination of parental involvement. Education & Urban Society, 39, 264-285.
• Güneş, G. (2018). Examination the contributions of pedagogical documentation on family involvement in early childhood education. Unpublished Master Thesis, Hacettepe University, Ankara.
• Goodman, A., & Gregg P. (2010). Poorer children’s educational attainment: How important are attitudes and behaviour? York: Joseph Rowntree Foundation.
• Neuman, A., & Guterman, O. (2017). What are we educating towards? Socialization, acculturation, and individualization as reflected in home education. Educational Studies 43(3), 265–281.
• Harding, T., & Farrell, A. (2003). Home schooling and legislated education Australia and New Zealand. Journal of Law and Education, 8, 125-133.
• Hindman, A. H., Skibbe, L. E., & Foster, T. D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the early childhood longitudinal study-birth cohort, Read Write. 27, 287–313.
• Justice, L. (2006). Clinical approaches to emergent literacy intervention. San Diego, CA: Plural Publishing.
• Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.
• Karaman, G. (2013). Erken okuryazarlık becerilerini değerlendirme aracının geliştirilmesi, geçerlik ve güvenirlik çalışması [Development of early literacy skills assessment tool, validity and reliability study]. Unpublished Doctorate Thesis, Gazi University, Ankara.
• Kılıç, F. (2018). İlkokul 1. sınıf velilerine yönelik bir aile okuryazarlığı programı geliştirme çalışması [A family literacy curriculum development study for the primary school 1st grade parents]. Unpublished Doctorate Thesis, Educational Science Institute, Marmara Üniversity, İstanbul.
• Kılıç, F., Doğan, M. C., & Özden, B. (2017). Family literacy scale the study of validity and reliability. HAYEF: Journal of Education, 14 (2), 203‒219.
• Kunzman, R., & Gaither, M. (2013). Homeschooling: A comprehensive survey of the research. Other Education: The Journal of Educational Alternatives, 2 (1), 4-59.
• Martini, F., & Senechal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science, 44 (3), 210-221.
• McCarthy, L. (2017). Family Literacy: Developing a framework for practice. Doctoral dissertation, Waterford Institute of Technology.
• Morrow, L. M. (2015). Literacy development in the early years: Helping children read and write. Boston, MA: Pearson.
• Neuman, A., & O. Guterman. (2013). Home schooling-the ultimate form of parental involvement in their children’s education. Paper presented at the 1st International Conference on Family, Education and Media in a Diverse Society, Jerusalem, Israel.
• Neuman, A., & Aviram, R. (2015). Home Schooling: The choice and the consequences. P. Rothermel (Ed.), International Perspectives on Home Education. Do We Still Need Schools?, Palgrave Macmillan, Basingstoke.
• Niklas, F., & Schneider, W. (2015). With a little help: Improving kindergarten children’s vocabulary by enhancing the home literacy environment. Reading and Writing, 28(4), 491-508.
• Nixon, E. (2012). Growing up in Ireland: national longitudinal study of children-how families matter for social and emotional outcomes of 9-year-old children: Executive summary. Irish: Government Publications.
• Oktay, A. (2010). Okulöncesi eğitim ve ilköğretimin çocuğun yaşamındaki yeri ve önemi. A. Oktay (Ed.). İlköğretime hazırlık ve ilköğretim programları. (1.bs.). Ankara: Pegem A Publishing.
• Ozonur, M., Yanpar-Yelken, T., & Sancar-Tokmak, H. (2018). Social presence and motivation in online environments: Second life versus the enocta learning management system/adobe connect. Ajet, 34(3), 1-14.
• Parpucu, N., & Dinç, B. (2017). The effects of colorful worlds of sounds program on phonological awareness of preschool children. Education and Science, 42(192), 233-261.
• Peterson, S. S. (2012). Preschool early literacy programs in Ontario public libraries. The Canadian Journal of Library and Information Practice and Research, 7(2), 1-21.
• Petrie, A. J. (1995). Home educators and the law within Europe. International Review of Education, 41(3-4), 285-296.
• Picq, P, Sagart, L., Dehaene, G., & Lestienne, C. (2014). Dilin en güzel tarihi. (Trans. S. Rifat), İstanbul: Türkiye İş Bankası Kültür Publications.
• Phillips, Lonigan & Puranik, C., Philips, 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.
• Pile, E. J. S., Girolametto, L., Johnson, C. J., Chen, X., & Cleave, P. J. (2010). Shared book reading intervention for children with language impairment: Using parents-as-aides in language intervention. Canadian Journal of Speech-Language Pathology and Audiology, 34, 96-109.
• Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102(2), 299-312
• Power, J. (1992). Parent-teacher partnership in early literacy learning: The benefits for teachers. Paper presented in AARE, Australia Puranik.
• Puranik, C. S., Phillips, B. M. Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and preschool children’s emergent writing skills: An inital investigation. Early Childhood Resh Quarterly, 40(1), 228-238.
• Ray, B. (2011). 2.04 million homeschool students in the united states in 2010. OR: National Home Education Research Institute.
• Redford, J., Battle, D., & Bielick, S. (2017). Homeschooling in the United States: 2012. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
• Roe, B., Smith, S.H. & Burns, P. C. (2011). Teaching reading in today’s elementary schools. (What’s New in Education) 11th Edition, Boston: Houghton Mifflin Company.
• Saracaloğlu A. S., Bozkurt, N., & Serin, O. (2003). Üniversite öğrencilerinin okuma ilgileri ve okuma alışkanlıklarını etkileyen faktörler [Factors that affect university students’ reading interests and habits]. Eurasian Journal of Educational Research, 8(4), 149-157.
• Schmitt, S. A., Simpson, A. M., & Friend, M. (2011). A longitudinal assessment of the home literacy environment and early language. Infant and Child Development, 20, 409-431.
• Sim, P., & Berthelsen, D. (2014). Shared book reading by parents with young children: Evidence based practice. Australasian Journal of Early Childhood, 39(1) 50-55.
• Taylor, D. (1983). Family literacy: Young children learning to read and write. Taylor, Denny Heinemann Educational Books Inc., 70 Court St., Portsmouth.
• Temel, Z. F., Aksoy, A., & Kurtulmuş, Z. (2015). Aile görüşmeleri. In F. Temel (Ed.), Aile eğitimi ve erken çocukluk eğitiminde aile katılım çalışmaları (p.328-360). Ankara: Anı Publishing..
• Turan, F., & Akoğlu, G. (2014). Home literacy environment and phonological awareness skills in preschool children. Hacettepe University Journal of Education, 29(3), 153-166.
• Waggoner, C. (2005). A hybrid way of learning: Taught at home and taught at school. The Rural Educator, 26(3), 31-34.
• Wasik, B. H., & Van Horn, B. (2012). The role of family literacy in society. In B. H. Wasik (Ed.), Handbook of Family Literacy (2nd ed.) (3-17). New York, NY: Routledge.
• Weigel, D. J., Lowman, J. L., & Martin, S. S. (2007). Language development in the years before school: A comparison of developmental assets in home and child care settings. Early Development and Care, 177(6-7), 719-734.
• Wilson, D. R. (2017). Family literacy packs: Preservice teachers’ experiences with family-school connections. Reading Improvement, 54(4), 150-153
• Yazıcı, E., & Kandır, A. (2014). The effect of sensory education program supporting the reading - writing skills on the reading - writing skills of children at the age of 61-66 months. The Journal of International Social Research, 7(33), 686-701.