| Abstract |
The current study attempts to study the relationship between parents' interaction with their children in emerging literacy activities and the development of oral and written skills of preschool children. In particular, it sought to investigate whether the home literacy environment is related to children's literacy skills, knowledge of concepts about print, phonological awareness, and vocabulary.
To carry out this research, a correlational study was designed to study the extent to which parents interact with their children at home and beyond in oral and written activities, related to their children's knowledge in literacy skills. Thus, parents were asked to complete a questionnaire consisting of five scales. The first scale measured the demographic factors of the family, the second scale involved the involvement of parents and their children in oral and written language activities, the third scale measured of parents' beliefs about the importance they give to participating with their child in literacy activities, the fourth the literacy materials provided at home by parents to children, and the fifth scale counted the exposure of children to children's books. Upon return of the completed questionnaires, five tests were passed on to the children, which were tested by other studies for their validity and measured the literacy skills of the children. In particular, they measured their knowledge of the letters of the alphabet, their knowledge of the concepts about print, their phonological awareness and their vocabulary. Thus, 69 pairs of parents - children, living in rural areas of Heraklion, Crete, emerged.
The results of the survey showed that parents with a high educational and professional level interact more often with their children in oral and written speech activities, so these children have a higher performance in language tests. In addition, engaging parents with their children with formal and informal literacy activities and their belief in the importance of interacting with them in the above activities also seemed to contribute to the performance of these language tests. In addition, home literacy materials are related to children's knowledge of oral and written speech. Finally, parental reading of books for personal reasons seemed to be in the opposite direction with the literacy skills of children, and that finding was interpreted in the literature as a possible expense of parents' time for personal reasons rather than engaging in their children in literacy activities.
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Η συμβολή του οικογενειακού γραμματισμού στην ανάπτυξη δεξιοτήτων προφορικού και γραπτού λόγου παιδιών προσχολικής ηλικίας
