Murray, J. and Lumsden, E. (2015) Evaluating a gift for family literacy: challenges and opportunities. Paper presented to: European Early Childhood Education Research Association (EECERA ) 25th Annual Conference, Universitat Autónoma de Barcelona, Barcelona, Spain, 07-10 September 2015.
Presented version (1MB) |
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Abstract: | Research aims To investigate perspectives of parents, carers and practitioners concerning book gifting to socio-economically disadvantaged children aged 2 and their families in the English midlands. Relationship to previous research works Book gifting to young children has been evaluated (e.g. Demack and Stevens, 2013; Levy et al., 2014; Venn 2014; Wylie, 2014), indicating mixed success. Challenges for researchers in accessing early childhood research sites are addressed but literature is sparse (Lofland and Lofland, 1984; Murray, 2011). Theoretical and conceptual framework The paper is shaped by (a) family literacy and (b) qualitative pluralistic ECEC research approaches. Paradigm, methodology and methods A pluralistic qualitative approach framed an evaluation. Six methods were conducted with parents and practitioners from four ECEC settings: (1) documentary evidence, (2) practitioner surveys, (3) parent/carer surveys, (4) parent/carer interviews, (5) home literacy activities audit, (6) practitioner focus group. Ethical Considerations ESRC Framework for Research Ethics (2012) was adopted. No harm was done. Participants gave voluntary, informed consent to participate and right to withdraw was respected. Sensitivity to families and individuals was continually exercised. No participant is identifiable in outputs. Main finding or discussion Parents and practitioners liked book gifting. Parents said it encouraged them to share stories with their children. Practitioners highlighted its potential to enrich children’s language, social and emotional development but wanted ALL 2 year olds to receive gifts. Challenges accessing data from parents were overcome by engaging practitioners in data collection. Implications, practice or policy The resolution of issues encountered in gaining research access to young families and ECEC settings will inform research practice going forward. Findings carry messages for policymakers and practitioners concerning book gifting as a catalyst for early literacy. |
| Uncontrolled Keywords: | Access in early years research, family literacy, early literacy, book gifting, qualitative pluralistic research |
| Subjects: |
L Education > LB Theory and practice of education > LB1139 Early childhood education L Education > LB Theory and practice of education > LB1049.9 Reading (General) L Education > LB Theory and practice of education > LB1028 Educational research |
| Creators: | Murray, Jane and Lumsden, Eunice |
| Faculties, Divisions and Institutes: |
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion |
| Date: | September 2015 |
| Date Type: | Publication |
| Event Title: | European Early Childhood Education Research Association (EECERA ) 25th Annual Conference |
| Event Dates: | 07-10 September 2015 |
| Event Location: | Universitat Autónoma de Barcelona, Barcelona, Spain |
| Event Type: | Conference |
| Language: | English |
| Status: | Published / Disseminated |
| Related URLs: | |
| URI: | http://nectar.northampton.ac.uk/id/eprint/9258 |
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