Abstract
Using a convergent parallel mixed methods design, this study considered the early literacy and language environments actualized by childcare providers and parents of young children (ages 3–5) living in one large urban community in the United States of America. Both childcare providers and parents responded to questionnaires and participated in focus groups held at various community sites within the neighborhood. Using snowball sampling, 77 childcare providers and 149 parents responded to surveys that asked about their individual roles in children’s emergent literacy development. Subsequently, several focus groups were held, ensuring childcare provider and parent representation from both center and home-based early childcare sites. Study questions considered the consistencies and inconsistencies in beliefs and actions by members of both community groups regarding early literacy development. Consistencies and inconsistencies were identified through a descriptive comparative analysis within and across survey and focus group data to guide the implementation of practical, ecological, research-based community learning that can be used as a model for other communities seeking to create similar communities of practice.
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Notes
Abra Park, and all other names, are pseudonyms.
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Hoffman, E.B., Whittingham, C.E. A Neighborhood Notion of Emergent Literacy: One Mixed Methods Inquiry to Inform Community Learning. Early Childhood Educ J 45, 175–185 (2017). https://doi.org/10.1007/s10643-016-0780-3
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DOI: https://doi.org/10.1007/s10643-016-0780-3