This study aims at recording first-age infant literacy practices, which take place within family and kindergarten environment. To this purpose, the method of semi-structured interviews of monolingual and bilingual infants has been employed. The research sample consisted of 150 children (130 native Greek and 20 of foreign origin). Research results indicate that parents have got a great variety of means at their disposal for their children’s literacy while children find themselves involved in literacy activities and practices both at home as well as at school. In addition, it has been proved that most bilingual toddlers have the ability, the skill to use both languages but the literacy practices which their parents follow tend to be overwhelmed by the prevailing language. Statistically important differences between parents’ and children’s’ literacy practices within the two different environments are mostly relevant to gender, then origin, then the father’s professional status and, finally, the mother’s. On the other hand, the differences regarding the toddlers’ bilingual development were more associated with the mother’s profession first and the father’s following. This makes evident the fact that parents function as starting points of developing literacy practices for their offspring from the first days of their life and throughout the pre-school stage. Moreover, kindergarten literary practices stand out as particularly significant and make the involvement of kindergarten pupils in activities of massive culture use crucial in order to become an integrated part of the learning procedure.
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In-Text Citation: (Chrysoula, 2014)
To Cite this Article: Chrysoula, P. (2014). Recording Literacy Practices Of Monolingual And Bilingual Infants. Multilingual Academic Journal Of Education And Social Sciences, 2(2), 107–132.
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