The Development Of Preschool Children's Character Recognition And Writing And Its Relationship With Parental Literacy Beliefs And Behaviors

The characters are the carrier of written language,and,are essential and predictive of children's later literacy competence.Previous researches have concentrated on preschoolers' emergent literacy,and revealing the connections between parental factors and preschoolers' emergent literacy development.However,few studies on emergent literacy have been conducted in China.Hence,this research aimed at exploring Chinese preschoolers' development of the Chinese character recognition and writing,as well as the influence of parental literacy beliefs and behaviors.The researcher hopes it can enrich the empirical study achievements in relevant areas,and be useful and helpful for the family literacy teaching.The participants of this research are 311 children and their parents from seven public kindergartens in Shanghai.Children's Chinese character recognition and writing levels were indicated.meanwhile.their parents" literacy bclicf's and bchaviors were investigated.This research focuses on the following points:the actual state of preschoolers' Chinese character recognition and writing competence,parental literacy beliefs and behaviors,as well as the effect of parental factors on children's literacy developments.Results indicate that:1.The preschoolers can recognize and write Chinese characters.Furthermore, levels of recognition and writing enhances along with the age growth.2.Most parents place emphasis on the value of reading,yet their literacy beliefs and behaviors are rarely varies considering children's age and gender.3.Parental factors demonstrate less impact on younger children than elder ones. Considering younger children's levels of Chinese character recognition and writing, parental literacy beliefs involve as influential element.Nevertheless,as to elder children,parental literacy behaviors take an important role.4.Children's Chinese characters recognition levels are more influenced by parental factors than their character writing levels.