Pub Date : 2024-09-07DOI: 10.1177/14687984241276304
Leah Durán, Katie A Bernstein
This paper describes name-related literacy practices in a multilingual preschool classroom and their implications for emergent biliteracy. We draw on a translingual framework to understand children’s name-writing activities and how bilingual children’s early literacy interacts with, and at times disrupts, the written conventions of named languages. Drawing on fieldnotes, observations, and artifacts from a preschool classroom serving Spanish-English bilingual children, we examined how children and teachers used names as resources for early literacy learning. We found that names are (potential) gateways to letter-sound relationships across languages, that names teach that some features of writing are shared across languages and some are different, and finally that names differ from other kinds of words children encounter across languages. We discuss what those instances prompt us to (re)consider about name-related teaching and emergent biliteracy.
{"title":"Names y nombres: Names as gateways to biliteracy in multilingual early childhood classrooms","authors":"Leah Durán, Katie A Bernstein","doi":"10.1177/14687984241276304","DOIUrl":"https://doi.org/10.1177/14687984241276304","url":null,"abstract":"This paper describes name-related literacy practices in a multilingual preschool classroom and their implications for emergent biliteracy. We draw on a translingual framework to understand children’s name-writing activities and how bilingual children’s early literacy interacts with, and at times disrupts, the written conventions of named languages. Drawing on fieldnotes, observations, and artifacts from a preschool classroom serving Spanish-English bilingual children, we examined how children and teachers used names as resources for early literacy learning. We found that names are (potential) gateways to letter-sound relationships across languages, that names teach that some features of writing are shared across languages and some are different, and finally that names differ from other kinds of words children encounter across languages. We discuss what those instances prompt us to (re)consider about name-related teaching and emergent biliteracy.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1177/14687984241281206
Jill S. Jones, Jill F. Grifenhagen, Stephen McKinney
The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.
{"title":"Lessons learned from remote, early-literacy instruction","authors":"Jill S. Jones, Jill F. Grifenhagen, Stephen McKinney","doi":"10.1177/14687984241281206","DOIUrl":"https://doi.org/10.1177/14687984241281206","url":null,"abstract":"The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142118030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1177/14687984241276292
Robin E Harvey, Kevin M Wong
Rich oral language practices, including the opportunity and ability to participate in cognitively and linguistically challenging extended discourse, are foundational to early literacy development. To meet children’s needs in their first exposure to the languages of schooling, educators may engage students in extended discourse multilingually. The current study focuses on student-centered translanguaging conversations to examine strategies that preschool teachers employ to support young children’s emerging bilingual and biliteracy development in a Mandarin immersion preschool serving primarily non-heritage learners of Mandarin in the United States. Findings indicate that, despite the school’s Mandarin-only policy, teachers engaged in covert translanguaging practices to extend and deepen discourse. Specifically, teachers used 13 discourse strategies across two critical areas of schooling: translanguaging for (1) socializing students not just into the Mandarin language but into the norms of schooling; and (2) focusing not just on Mandarin language but also on content area learning. The study concludes with implications for schools and teachers.
{"title":"Promoting emergent literacy in preschool through extended discourse: Covert translanguaging in a Mandarin immersion environment","authors":"Robin E Harvey, Kevin M Wong","doi":"10.1177/14687984241276292","DOIUrl":"https://doi.org/10.1177/14687984241276292","url":null,"abstract":"Rich oral language practices, including the opportunity and ability to participate in cognitively and linguistically challenging extended discourse, are foundational to early literacy development. To meet children’s needs in their first exposure to the languages of schooling, educators may engage students in extended discourse multilingually. The current study focuses on student-centered translanguaging conversations to examine strategies that preschool teachers employ to support young children’s emerging bilingual and biliteracy development in a Mandarin immersion preschool serving primarily non-heritage learners of Mandarin in the United States. Findings indicate that, despite the school’s Mandarin-only policy, teachers engaged in covert translanguaging practices to extend and deepen discourse. Specifically, teachers used 13 discourse strategies across two critical areas of schooling: translanguaging for (1) socializing students not just into the Mandarin language but into the norms of schooling; and (2) focusing not just on Mandarin language but also on content area learning. The study concludes with implications for schools and teachers.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142042360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-16DOI: 10.1177/14687984241266053
Zuzana Jančík Petrová
{"title":"Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education","authors":"Zuzana Jančík Petrová","doi":"10.1177/14687984241266053","DOIUrl":"https://doi.org/10.1177/14687984241266053","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141994352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-16DOI: 10.1177/14687984241276305
Jackie Ridley, Lindsey W Rowe
{"title":"Translanguaging and early childhood literacy: Themes and possibilities for theory, pedagogy, and policy","authors":"Jackie Ridley, Lindsey W Rowe","doi":"10.1177/14687984241276305","DOIUrl":"https://doi.org/10.1177/14687984241276305","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141994353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-16DOI: 10.1177/14687984241276316
Yeojoo Yoon, Pool Ip Dong
This study explores the captivating world of toy unboxing videos as a space for emergent bilingual children to engage in translanguaging practices. Through the lens of translanguaging, which encourages the unrestricted use of full linguistic repertoires, this research examines the experiences of two five-year-old immigrant and emergent bilingual children, who employ linguistic repertoires from both English and Korean, within toy unboxing play. Toy unboxing play is not exclusive to these children alone but extends beyond as a shared phenomenon of new play among children across the globe. This ethnographic case study seeks to understand when and how translanguaging is employed in their toy unboxing play and explores the possibilities it opens for fostering inclusive views on linguistic practices among emergent bilingual children. In our findings, we argue that toy unboxing play can be a way of creating translanguaging space facilitating the deployment of children’s linguistic repertoires and contributing to their meaning-making and learning processes. The translanguaging practices exhibited by the children in their toy unboxing play demonstrate linguistic flexibility across three key domains: (1) playful interaction with toys and self, (2) emotional interaction with families and intimate others, and (3) transcultural interaction with peers and virtual audience. The study contributes valuable insights into the potentialities of translanguaging within the context of children’s play. Translanguaging emerges not only as a linguistic phenomenon but as a holistic approach to communication, reflecting the multifaceted nature of emergent bilingual children’s identities and experiences. The hybridized approach observed in their play underscores the importance of recognizing translanguaging as a way of being and belonging for children and families with transnational and transcultural backgrounds. By shedding light on the intricate interplay between language, culture, and play, this research deepens our understanding of inclusive and liberating translanguaging spaces for emergent bilingual children.
{"title":"Cultivating translanguaging spaces: Young emergent bilingual children’s toy unboxing play","authors":"Yeojoo Yoon, Pool Ip Dong","doi":"10.1177/14687984241276316","DOIUrl":"https://doi.org/10.1177/14687984241276316","url":null,"abstract":"This study explores the captivating world of toy unboxing videos as a space for emergent bilingual children to engage in translanguaging practices. Through the lens of translanguaging, which encourages the unrestricted use of full linguistic repertoires, this research examines the experiences of two five-year-old immigrant and emergent bilingual children, who employ linguistic repertoires from both English and Korean, within toy unboxing play. Toy unboxing play is not exclusive to these children alone but extends beyond as a shared phenomenon of new play among children across the globe. This ethnographic case study seeks to understand when and how translanguaging is employed in their toy unboxing play and explores the possibilities it opens for fostering inclusive views on linguistic practices among emergent bilingual children. In our findings, we argue that toy unboxing play can be a way of creating translanguaging space facilitating the deployment of children’s linguistic repertoires and contributing to their meaning-making and learning processes. The translanguaging practices exhibited by the children in their toy unboxing play demonstrate linguistic flexibility across three key domains: (1) playful interaction with toys and self, (2) emotional interaction with families and intimate others, and (3) transcultural interaction with peers and virtual audience. The study contributes valuable insights into the potentialities of translanguaging within the context of children’s play. Translanguaging emerges not only as a linguistic phenomenon but as a holistic approach to communication, reflecting the multifaceted nature of emergent bilingual children’s identities and experiences. The hybridized approach observed in their play underscores the importance of recognizing translanguaging as a way of being and belonging for children and families with transnational and transcultural backgrounds. By shedding light on the intricate interplay between language, culture, and play, this research deepens our understanding of inclusive and liberating translanguaging spaces for emergent bilingual children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141994350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/14687984241276315
Lindsey W. Rowe
Educators should support multilingual students’ translingual writing. However, it can be challenging for teachers to support students’ composing in languages that teachers do not speak. Drawing on a community translanguaging lens, this paper explores this issue by asking: How did teachers talk about and interact with language resources that were new to them while supporting translingual writing in an English-medium classroom? Data were collected using ethnographic and practitioner research methods across 1 year in one second-grade writing workshop in the U.S. Students spoke Spanish, Korean, French, Tagalog, or English, and classroom teachers spoke English and Spanish. Data analysis first involved descriptive coding of videorecorded composing interactions to identify every teacher interaction involving a new-to-them named language. These events were then re-examined using constant comparative coding to identify interactional patterns. This yielded three main findings; teachers: (1) positioned students as language experts and themselves as language learners, (2) drew on shared language resources to support student writing in new-to-teacher languages, and (3) expanded audiences to support student writing in new-to-teacher languages. Implications include pedagogical steps teachers can take to support students’ use of new-to-teacher languages while writing, and ideological and social implications of teacher talk about those languages.
{"title":"Interactions with new-to-teacher language resources: Supporting translingual composing in a multilingual elementary classroom","authors":"Lindsey W. Rowe","doi":"10.1177/14687984241276315","DOIUrl":"https://doi.org/10.1177/14687984241276315","url":null,"abstract":"Educators should support multilingual students’ translingual writing. However, it can be challenging for teachers to support students’ composing in languages that teachers do not speak. Drawing on a community translanguaging lens, this paper explores this issue by asking: How did teachers talk about and interact with language resources that were new to them while supporting translingual writing in an English-medium classroom? Data were collected using ethnographic and practitioner research methods across 1 year in one second-grade writing workshop in the U.S. Students spoke Spanish, Korean, French, Tagalog, or English, and classroom teachers spoke English and Spanish. Data analysis first involved descriptive coding of videorecorded composing interactions to identify every teacher interaction involving a new-to-them named language. These events were then re-examined using constant comparative coding to identify interactional patterns. This yielded three main findings; teachers: (1) positioned students as language experts and themselves as language learners, (2) drew on shared language resources to support student writing in new-to-teacher languages, and (3) expanded audiences to support student writing in new-to-teacher languages. Implications include pedagogical steps teachers can take to support students’ use of new-to-teacher languages while writing, and ideological and social implications of teacher talk about those languages.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/14687984241276303
Heather Dunham, Erica Holyoke, Katie Crook
This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching.
本定性研究探讨了美国语言政策（联邦和州一级）与幼儿多语言学习者（MLs）教学实践之间的交叉点。我们借鉴了文化可持续教学法的理论框架，对美国三个州的联邦和州一级政策进行了批判性内容分析。在对政策和教学法进行交叉分析时，我们还研究了来自 ML 教师的教学工件、开放式调查和半结构式访谈的数据。研究结果让我们深入了解了教育工作者如何利用文化上可持续的和以资产为基础的方法来教授流利说课程。此外，研究结果还展示了多元语言教师如何通过不断以儿童的语言和文化复制品为中心，与优先考虑英语语言和学业成绩的政策以及注重教授离散语言技能（即语音意识和语音学）的政策进行谈判。本研究的参与者作为学校和社区的领导者，在教学中倡导语言多元化。本研究进一步说明了政策是如何规定教学的具体方面，而将语言全纳教学法留给个别教育工作者的。这种紧张关系有利于教育工作者在课堂上自由解释和驾驭政策，但也会给年轻学习者及其识字机会造成差异。这意味着有必要重新审视幼儿语言教师在制定促进语言和文化包容性的语言和识字教学政策中的作用。
{"title":"Teacher expertise in early childhood instruction: Cross-analysis of language policy and culturally sustaining pedagogies with multilingual learners","authors":"Heather Dunham, Erica Holyoke, Katie Crook","doi":"10.1177/14687984241276303","DOIUrl":"https://doi.org/10.1177/14687984241276303","url":null,"abstract":"This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-03DOI: 10.1177/14687984241266054
Devon Caldwell
{"title":"Book review: Teaching essential literacy skills in the early years classroom: A guide for students and teachers","authors":"Devon Caldwell","doi":"10.1177/14687984241266054","DOIUrl":"https://doi.org/10.1177/14687984241266054","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-03DOI: 10.1177/14687984241268525
Suzanne M Egan, Mary Moloney, Jennifer Pope, Clara Hoyne, Deirdre Breatnach
The benefits of book gifting schemes for infants, parents and families, are well documented. While book gifting schemes operate around the world, and are delivered in different ways (e.g., postal services, local libraries, maternity hospitals and community centres), little is known about the benefits and challenges for those involved in delivering the schemes. This mixed methods study, based on a book gifting scheme in Ireland, reports findings from public health nurses (PHNs) regarding their involvement in an infant book gifting scheme. PHNs incorporated the delivery of an infant book gifting pack, and information leaflets about reading with infants, into their regular infant developmental health checks at 3 months and at 7-9 months. The findings from over 300 developmental checks indicate that participating PHNs were positive overall regarding their involvement in the scheme. Despite their heavy workload, in general, PHNs reported they had sufficient time available during the health checks to incorporate the book gifting. They highlighted the benefit of the scheme for parents and infants but also for PHNs themselves and their professional practice. The present paper discusses the findings in the context of ecological systems theory, notably, the role of the PHN in supporting infants and parents, and considers the implications of the findings for the delivery of infant book gifting schemes.
{"title":"“It is a lovely gift to get from the public health nurse”: Public health nurse perspectives on involvement in an infant book gifting scheme","authors":"Suzanne M Egan, Mary Moloney, Jennifer Pope, Clara Hoyne, Deirdre Breatnach","doi":"10.1177/14687984241268525","DOIUrl":"https://doi.org/10.1177/14687984241268525","url":null,"abstract":"The benefits of book gifting schemes for infants, parents and families, are well documented. While book gifting schemes operate around the world, and are delivered in different ways (e.g., postal services, local libraries, maternity hospitals and community centres), little is known about the benefits and challenges for those involved in delivering the schemes. This mixed methods study, based on a book gifting scheme in Ireland, reports findings from public health nurses (PHNs) regarding their involvement in an infant book gifting scheme. PHNs incorporated the delivery of an infant book gifting pack, and information leaflets about reading with infants, into their regular infant developmental health checks at 3 months and at 7-9 months. The findings from over 300 developmental checks indicate that participating PHNs were positive overall regarding their involvement in the scheme. Despite their heavy workload, in general, PHNs reported they had sufficient time available during the health checks to incorporate the book gifting. They highlighted the benefit of the scheme for parents and infants but also for PHNs themselves and their professional practice. The present paper discusses the findings in the context of ecological systems theory, notably, the role of the PHN in supporting infants and parents, and considers the implications of the findings for the delivery of infant book gifting schemes.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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