Prethodno priopćenje
https://doi.org/10.15516/cje.v27i3.6344
From Home to School: A Single Case Study on How Parent-initiated Literacy Practices Complement Formal Education
Ika Wahyuni Lestari
orcid.org/0000-0002-0067-4035
; Universitas Muhammadiyah Yogyakarta Faculty of Language Education English Language Education Department
Sažetak
Parental involvement in early literacy education is widely recognized as a foundational element of children's academic and social development. While existing research primarily emphasized school-driven literacy initiatives, more attention should be given to literacy practices initiated solely by parents based on their personal values and beliefs. This study addressed this gap by exploring the specific literacy and moral values imparted to children through parent-initiated home-based literacy practices, and how these may differ from those promoted by school-led initiatives. Utilizing a single-case study approach, this research examined the practices of "Rose", an Indonesian mother who independently cultivated her children's literacy and character development through daily activities, media selection, and moral instruction. Data were collected through semi-structured interviews, informal interviews with her children, direct observations, and artifact analysis, with thematic analysis employed to identify critical patterns. The findings revealed that parent-initiated practices foster knowledge enrichment through incidental learning, moral instruction via modeled behavior, and selective use of digital media. Framed within Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory, the study highlights the flexibility and cultural relevance of parent-led efforts to address gaps in formal education, supporting children's holistic growth by integrating moral values and family-centered education. This research advocates for educational policies that empower parents as active contributors to holistic child development, offering novel insights into the synergies between home and school-based literacy education.
Ključne riječi
cultural identity; early childhood education; ecological system theory; parent-initiated literacy practice; sociocultural theory
Hrčak ID:
345134
URI
Datum izdavanja:
29.9.2025.
Posjeta: 323 *