Early Literacy Work with Families by Nutbrown Cathy;Hannon Peter;Morgan Anne; & Peter Hannon & Anne Morgan

Author:Nutbrown, Cathy;Hannon, Peter;Morgan, Anne; & Peter Hannon & Anne Morgan
Language: eng
Format: epub
ISBN: 1210803
Publisher: SAGE Publications, Limited
Published: 2005-09-18T00:00:00+00:00

Summary discussion

We have used the notes of one teacher to illustrate one family’s involvement in a family literacy programme. This has conveyed the work with the family over time and gives a sense of development and of the relationships between the teacher and the family. We can see how over time, one teacher planned for continuity and progression, using the ORIM framework to prepare interesting and relevant activities on all four strands of literacy development in the framework and which addressed four aspects of parent’s roles. The accounts of work with Robbie and his family show how much went on and it becomes clear how much literacy is going on in the family.

This family’s continuing commitment to family literacy is evident, as is their willingness to participate in literacy activities between visits (in spite of other pressures such as time constraints due to work). The family clearly valued the programme; this is evident in the way that postcards from the teacher were displayed and literacy resources made in earlier visits were saved in a scrapbook. Importandy, the accounts show how Robbie’s mother’s confidence appeared to grow as she developed a positive working relationship with the teacher. It seems that she became increasingly comfortable with her role as her own child’s teacher; over time she seemed more willing to give her opinion about the books and games the family borrowed.

Robbie’s literacy development over time is clear. Robbie seemed interested in books from the first visit, in which he asked many questions about the books. But other aspects of his literacy development can be seen, for example, at the beginning of the programme Robbie was not keen on drawing and writing (see visit 2 – week 3) or reading alphabet books (see visit 3 – week 11). By the end of the programme, however, he had come to enjoy both of these; in visit 10 (week 65) he was reported to be ‘really interested in letters and numbers’ and clearly enjoyed writing on the T-shirt and decorating biscuits.

Using the ORIM framework, Robbie’s programme teacher worked with his family to plan and develop a family literacy programme which: built on what existed; developed from one visit to the next; created a relationship through which the mother developed her own role; and supported Robbie’s literacy development through a flexible programme of continuity and progression.

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