Abstract:
This thesis explores the literature about the roles of family, early childhood centre, and school in children's literacy acquisition. The New Zealand context was the focus, but other contexts were looked to for differences and similarities with this local context.
An examination of different constructs of literacy identified their theoretical underpinnings and the expectations of literacy belonging to each construct. Different perceptions of literacy were found to be reflected in debate about causes of, and solutions to, differences in children's literacy acquisition.
Two relatively recent occurrences explain an increased emphasis on literacy in the school and on 'preparation' for school: more of the population is now expected to be literate, and to a higher standard than previously; and assessment has made 'visible' large differences between groups of children in levels of literacy achievement. Family resources, including educational experiences, support for their children's reading, and relationships with teachers, were identified as a significant factor in children's literacy acquisition.
Te Whaariki, the New Zealand early childhood curriculum, was explored from three perspectives: the place of literacy in the document; curriculum ideas and early childhood curriculum ideas in particular; and the relationship between curriculum and cultural expectations. Views held about the relationship between the curriculum of the school and that of early childhood were reflected in views about the place of literacy in early childhood education. Internationally, differences in expectations of early literacy knowledge before school were influenced by factors such as the age of school entry, type of literacy instruction, structure of society, form of language, and family literacy practices. Expectations of family, preschool, and school in supporting early literacy acquisition cannot be understood if their roles are considered in isolation.
The literature reviewed suggests that the school must take ultimate responsibility for children's literacy acquisition, but that the home and preschool can provide significant support in this process.
