Emergent Literacy Support that Children are Exposed to in Selected Households in Dengwe Area of Kasempa District,zambia
Date
2016
Authors
Kipepe, Rose
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
The purpose of the study was to establish emergent literacy support that children are
exposed to in selected rural households in Dengwe area of Kasempa District. A sample
comprising 52 participants (10 parents, 2 headmen and 40 children were drawn from five
(5) villages in Dengwe area, Kasempa District. The parents, children and villages were
randomly selected with the help of the headmen, while the headmen were purposely
selected for the study. This was done after permission was sought from senior chief
Kasempa’s place. The village headmen then introduced the researcher to the parents who
had children aged 4 to 6 years old. The parents also introduced the researcher to the
chidren before the research could commence. The researcher included the headmen and
the children in the study so as to qualify the data that was collected from the parents.
The headmen were also involved to help identify the households with children aged 4 to
6 years old from the villages. Information was obtained from participants using semi
structured interviews, focus group discussions and observation check-list.
In order to achieve the study objectives, interviews were conducted with parents and
village headmen to find out which emergent literacy activities were done by most
children in the area. Interviews were also used to establish the form of emergent literacy
support. Observations were done to determine which literacies were related to
conventional school. Observations were also done to ascertain the households and
community environmental print that supports the development of emergent literacy.
Focus group discussions were conducted with 40 children aged 4 to 6 years in order to
qualify the data that was collected from the parents.
The study revealed that stories, games, reading to children, pretending to read and write,
household and community prints supported the development of emergent literacy. The
study recommends that parents should be taught how to read and write through adult
literacy classes which should be introduced in the community of Dengwe. By so doing,
they will become literate and be able to read to their children. The study also
recommends that, the Ministry of General Education should review the early childhood
education policy and curriculum to include aspects from emergent literacy support from
communities around schools.
Description
This is a Thesis in Education