Home Literacy Environment and Perception of Mothers in Literacy Development of Young Children
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The purpose of this study is to gather normative data on the home literacy environment of Seoul and Kyungnam province in Korea and mothers?perceptions on early literacy education. To investigate the home literacy environment, questionnaires were distributed to 553 mothers: 264 mothers in Seoul and 289 mothers in Kyungnam province. The frequency and percentages were calculated and Chi square tests were done by areas, age, and sex of children and age and educational levels of mothers. The study found that mothers perceived children? TV programs influenced early literacy and recognized software as enhancing the ability in early literacy though there were some differences according to the educational levels of the mother. Ninety three percent of total responded positively on the participation of mothers on early literacy education and they recognized the necessity of a systematic literacy program but there were some differences by areas and educational levels of mothers. Furthermore, mothers also recognized that both mothers and teachers need to help in early literacy education and there were some differences in the effective ways of reading by areas, age and sex of children.
Abstract
The purpose of this study is to gather normative data on the home literacy environment of Seoul and Kyungnam province in Korea and mothers?perceptions on early literacy education. To investigate the home literacy environment, questionnaires were distributed to 553 mothers: 264 mothers in Seoul and 289 mothers in Kyungnam province. The frequency and percentages were calculated and Chi square tests were done by areas, age, and sex of children and age and educational levels of mothers. The study found that mothers perceived children? TV programs influenced early literacy and recognized software as enhancing the ability in early literacy though there were some differences according to the educational levels of the mother. Ninety three percent of total responded positively on the participation of mothers on early literacy education and they recognized the necessity of a systematic literacy program but there were some differences by areas and educational levels of mothers. Furthermore, mothers also recognized that both mothers and teachers need to help in early literacy education and there were some differences in the effective ways of reading by areas, age and sex of children.
참고문헌 (15)
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