Teachers’ Reflections on Parental Involvement in Emergent Literacy Development in Rwanda
2012 (English)In: Cultures ofEducational Policy: International Issues of Policy-outcome Relationships / [ed] Béatrice Boufoy-Bastick, Strasbourg, France: Analytrics , 2012Chapter in book (Other academic)
The present study examines the reflections of teachers in nursery and lower primary schools on parental involvement in emergent literacy with the overarching aim to gain knowledge on developing children’s emergent literacy in Rwanda and other countries with similar challenges. It is indeed only of recent that early childhood education policies which acknowledge emergent literacy and prioritize nursery education have been introduced in the Rwandan education system. Qualitative data were collected via an open ended questionnaire and in-depth interviews involving 24 participants, including 13 teachers of nursery schools and 11 teachers of lower primary schools from both urban and rural settings. The findings indicate that teachers in nursery and lower primary schools generally emphasize the necessity of involving the parents more in the creation of a conducive environment that nurtures the children’s emergent literacy. At the same time, the study suggests that the emergent literacy development is a shared responsibility translated into a teacher-parent partnership for children’s success at school.
Place, publisher, year, edition, pages
Strasbourg, France: Analytrics , 2012.
Parental involvement; emergent literacy; nursery school; lower primary school; early childhood education
IdentifiersURN: urn:nbn:se:liu:diva-81015OAI: oai:DiVA.org:liu-81015DiVA: diva2:549878
Chapter accepted for publishing in above forthcomming book.2012-09-052012-09-052013-02-01Bibliographically approved