Navigating the literacy landscape of the twenty-first century: parents and families supporting young children’s emergent literacy

Abstract

This research investigated the lived experiences of 21st century parents, supporting their pre-school child’s emergent literacy. A Mixed Methods approach was guided by Interpretative Phenomenological Analysis and survey by written questionnaire. The findings demonstrate parents’ positive literacy attitudes. Parents prefer informal literacy practices influenced by their childhood experiences. Technology is utilised to support emergent literacy. Outside agencies are most supportive while a lack of time prevents parents from engaging in literacy activities with their child.