ABSTRACT

In the present study, we investigated the grouping of Greek parents of preschool children according to their beliefs about literacy by using a mixed-method approach. The sample included 147 parents of preschool children attending the 13 public kindergartens in the town of Pyrgos, in Greece. The participants completed a paper survey and 20 of them participated in semi-structured interviews, as well. The results revealed that parents could be categorized into two groups according to their beliefs about literacy: Facilitative and Conventional. Facilitative parents have a more holistic orientation, concerning literacy acquisition, while Conventional parents have a more skills-based orientation. The findings give an insight into parents’ beliefs about literacy and emphasize the importance of the congruence between home and school literacy. Implications and limitations are discussed.

摘要

在本研究中，我们使用混合方法调查了学龄前儿童的希腊父母根据他们对识字的信念的分组情况。样本包括在希腊 Pyrgos 镇的 13 所公立幼儿园就读的 147 名学龄前儿童的父母。参与者完成了一份纸质调查，其中 20 人还参加了半结构化访谈。结果显示，根据父母对识字的信念，可以将父母分为两类：促进型和传统型。促进型父母在识字习得方面有更全面的定位，而传统型父母则有更多基于技能的定位。调查结果深入了解了父母对识字的看法，并强调了家庭和学校识字之间一致性的重要性。讨论了影响和限制。