An Investigation into Parents’ and Children’s Understandings of Early Writing

Abstract

This research investigated parents’ perceptions on early writing in the hope that the findings would help guide understandings in school practices, curricula, interventions and policies. This study was underpinned by Street’s theoretical framework of Literacy as a Social Practice (1984, 2003a, 2003b, 2012, 2016) and specifically explored the questions; do parents’ and children’s understandings of early writing, reflect an emergent writing perspective, and how do family literacy practices influence the development of early writing?