תרומת "ריפוי-בעיסוק" כמקצוע האם, ורמת אוריינות הבית לניצני אוריינות הילד: מחקר חלוץ השוואתי

Abstract

Aims: Emergent literacy is a predictor of formal reading and writing and maternal education and profession can have a significant positive influence on these achievements. Within their daily work with young children many occupational therapists focus on emergent literacy. An additional factor promoting emergent literacy in the he home literacy environment (HLE). Given these two assumptions we examined whether the emergent literacy of children of mothers who are occupational therapists, who work with preschoolers is higher than of children, whose mothers have the same level of education, but work in a profession that is not therapeutic-educational. Furthermore, we asked whether HLE or maternal profession contribute more to children’s emergent literacy level? Method: Participants included 60 preschoolers aged 60-72 months and their mothers. Half of the mothers are occupational therapists, who work with preschoolers, and half have an academic profession not related to therapy or education. Mothers completed demographic and HLE questionnaires. Children were tested in letter writing, letter names, letter-sound connections, phonological-awareness, and word writing. Results: HLE and the emergent literacy level of children whose mothers are occupational therapists were significantly higher than those of children whose mothers work in other professions. Furthermore, mothers’ profession made a significant contribution to children’s emergent literacy, while the HLE level made no contribution at all. Conclusions: The study indicates the importance of occupational therapist mothers’ professional knowledge regarding their children’s emergent literacy, beyond academic education. It is suggested that parents who are not in this profession be guided on the importance of promoting literacy among preschoolers.