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The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children

The practice of shared book reading is a nurturing support for early language, literacy, and socio-emotional development within young children’s typical care. However, the closures of childcare, early education programs, and centers for family activities in the Spring of 2020 due to COVID-19 brought...

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Autores principales: Read, Kirsten, Gaffney, Grace, Chen, Ashley, Imran, Amina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8488072/
https://www.ncbi.nlm.nih.gov/pubmed/34629842
http://dx.doi.org/10.1007/s10643-021-01270-6
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author Read, Kirsten
Gaffney, Grace
Chen, Ashley
Imran, Amina
author_facet Read, Kirsten
Gaffney, Grace
Chen, Ashley
Imran, Amina
author_sort Read, Kirsten
collection PubMed
description The practice of shared book reading is a nurturing support for early language, literacy, and socio-emotional development within young children’s typical care. However, the closures of childcare, early education programs, and centers for family activities in the Spring of 2020 due to COVID-19 brought many sudden changes to the everyday lives of families with young children. In order to explore the impact of COVID-19 on shared reading, we surveyed parents of children between the ages of 2 and 5 (n = 85) about their children’s frequency of shared reading engagement in February and October, 2020 as well as the frequency of screen-mediated reading, the number of readers their children read with, and book preferences at both time points. Parents were also asked about changes in their children’s regular care and whether and how they had tried new kinds of (virtual) literacy activities during their increased time at home. Findings showed that there were no significant changes in frequency of shared reading from February to October, but there was a significant increase in frequency of screen-mediated reading, especially among families who lost outside-the-home childcare. There was also a significant decrease in the number of adults regularly reading with the children. Caregivers described adapting to virtual options for storytime. Ultimately, while families were still able to provide consistent amounts of shared reading with their children throughout COVID-19, the nature of that shared reading was changed. Future research will investigate whether these changes may have an impact on children’s typical learning from shared reading.
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spelling pubmed-84880722021-10-04 The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children Read, Kirsten Gaffney, Grace Chen, Ashley Imran, Amina Early Child Educ J Article The practice of shared book reading is a nurturing support for early language, literacy, and socio-emotional development within young children’s typical care. However, the closures of childcare, early education programs, and centers for family activities in the Spring of 2020 due to COVID-19 brought many sudden changes to the everyday lives of families with young children. In order to explore the impact of COVID-19 on shared reading, we surveyed parents of children between the ages of 2 and 5 (n = 85) about their children’s frequency of shared reading engagement in February and October, 2020 as well as the frequency of screen-mediated reading, the number of readers their children read with, and book preferences at both time points. Parents were also asked about changes in their children’s regular care and whether and how they had tried new kinds of (virtual) literacy activities during their increased time at home. Findings showed that there were no significant changes in frequency of shared reading from February to October, but there was a significant increase in frequency of screen-mediated reading, especially among families who lost outside-the-home childcare. There was also a significant decrease in the number of adults regularly reading with the children. Caregivers described adapting to virtual options for storytime. Ultimately, while families were still able to provide consistent amounts of shared reading with their children throughout COVID-19, the nature of that shared reading was changed. Future research will investigate whether these changes may have an impact on children’s typical learning from shared reading. Springer Netherlands 2021-10-04 2022 /pmc/articles/PMC8488072/ /pubmed/34629842 http://dx.doi.org/10.1007/s10643-021-01270-6 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Read, Kirsten
Gaffney, Grace
Chen, Ashley
Imran, Amina
The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children
title The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children
title_full The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children
title_fullStr The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children
title_full_unstemmed The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children
title_short The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children
title_sort impact of covid-19 on families’ home literacy practices with young children
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8488072/
https://www.ncbi.nlm.nih.gov/pubmed/34629842
http://dx.doi.org/10.1007/s10643-021-01270-6
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