| Summary: | Research highlights the critical interrelationship between the literacy events, routines
and practices parents embrace in their home settings, the literacy practices of the early
childhood settings and the teaching of reading at schools. In this study, I explored the
understandings that two teachers and two groups of parents of young children had
about literacy, as it was interwoven into centre practice. In addition to this I reviewed
the partnerships that existed between the home and centre settings, particularly the
aspects that related to literacy learning and how this was linked with the centre-based
programme for the children's learning outcomes.
This study highlights the complex issues of implementing a comprehensive
curriculum base - Te Whaariki, as well as the untapped resource of the parents
involved in the setting. This research work further highlights the non-specific nature
of the Early Childhood Curriculum document, and the difficulties of translating the
sociocultural underpinnings it contains.
The findings in this study led to suggestions that may enhance literacy learning and
develop stronger partnerships for the future. Firstly, that the teachers consider being
involved in further professional development in both the understanding of
sociocultural theory, as well as how this may be implemented - 'theory into practice'.
Secondly, that there is further professional development needed in understanding and
implementing 'literacy whaariki', in order to more effectively co-construct children's
varying literacy pathways as they move toward the formal reading programmes of the
compulsory sector. Thirdly, that effective and meaningful communication of what the
curriculum is offering to children is better understood by the parents, for clarification
and for strengthening the links between the settings. The intent here is not to bring
the school curriculum into the early childhood setting, but rather to establish seamless
and effective means in which to assist children on their life-long journey of being
literate citizens.
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