Home Literacy Environment of Young Children in Xinjiang, China
DOI:
https://doi.org/10.57125/FED.2024.12.25.02Keywords:
Home literacy environment, Chinese preschooler, sociocultural context, parental perception, home literacy practicesAbstract
This study used qualitative descriptive research methods in order to explore the home literacy environment (HLE) of young children within the Chinese sociocultural context, aiming to identify its key components. Thirty parents of children aged 3 to 6 residing in the capital city of Xinjiang, China, were purposefully sampled for this study. In-depth interviews were conducted to explore several key areas: the home physical literacy environment, parental beliefs and practices regarding literacy learning, specific parent-child literacy activities and interactions, and parental literacy habits. The results revealed that Chinese parents predominantly perceive literacy as the acquisition of reading and writing skills. They frequently engaged in informal activities that supported emergent literacy, often without fully recognising the benefits of these practices. Parents claimed a relatively rich resources that promoted language and literacy learning, and the quality of parent-child interactions was closely linked to family SES and adult’s responsiveness. Technology plays a significant role in the Home Literacy Environment (HLE), but its optimal use for promoting literacy is still not well understood, highlighting the need to incorporate digital aspects of HLE into future research. The study also uncovered distinctive family structures in China, where extended family members and neighbourhood peers contribute to children's HLE. Additionally, parents often grapple with academic pressures and a lack of knowledge about child development, which leads them to reinforce school practices while simultaneously questioning traditional methods. This study advocates for a broader framework of HLE in future research, particularly focusing on children under 6 years old.
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